Do Disadvantaged Urban Schools Lose Their Best Teachers?
This research brief examines differences in teacher effectiveness by school transition status and school characteristics in a large urban school district in Texas, using estimates of teacher effectiveness based on teacher contributions to student learning outcomes across classrooms. This research finds little or no evidence to support the view that more effective teachers have higher exit probabilities. In fact, the study finds that teachers who exit are significantly less effective, on average, than those who stay.
Keywords: Teacher Effectiveness, Student learning outcomes, Teacher Mobility
You May Also Be Interested In
Taking their First Steps: The Distribution of New Teachers into School and Classroom Contexts and Implications for Teacher Effectiveness and Growth
Paul Bruno, Sarah Rabovsky, Katharine Strunk
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Across Two States
Dan Goldhaber, Vanessa Quince , Roddy Theobald
Accounting for Student Disadvantage in Value-Added Models (Update)
Eric Parsons, Cory Koedel, Li Tan