Research Areas

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers by the use of teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do continue to learn on the job.

December 2015 Update

Citation: Helen Ladd, Lucy C. Sorensen (2015). Returns to Teacher Experience: Student Achievement and Motivation in Middle School. CALDER Working Paper No. 112

CALDER Policy Brief No. 1-1115-1

This CALDER Explainer reviews the issue of teacher pensions. We provide background information and cover research on rising pension costs, how the pension structure influences the teaching workforce, and teacher preferences over retirement benefits

Citation: Cory Koedel, Michael Podgursky (2015). CALDER Explainers: Paying Attention to Teacher Pensions. CALDER Policy Brief No. 1

Teach For America (TFA) is an alternative certification program that intensively recruits and selects recent college graduates and midcareer professionals to teach in schools serving high-need students. Prior rigorous evaluations of the program have generally found positive effects of TFA teachers on students’ learning in math and science and no significant differences in reading or language arts, compared with non-TFA teachers’ effects in the same schools. No priorstudies, however, have specifically focused on TFA effects in the Atlanta region.

This report examines the efficacy of TFA teachers in the Atlanta region spanning the 2005-06 through 2013-14 school years. Using longitudinal administrative data from three major school districts with significant numbers of recent TFA placements, we generate TFA effect estimates based on two series of Georgia’s standardized tests—the end-of-grade Criterion-Referenced Competency Tests (CRCTs) and end-of-course tests (EOCTs).

We find evidence of a positive effect in student learning due to the hiring of TFA teachers in these three districts, compared with the performance of non-TFA colleagues in the same schools. Estimated TFA effects are positive and statistically significant in social studies and science on the state’s CRCTs, and in American literature on the state’s EOCTs. We find no significant differences in performance between TFA and non-TFA teachers in the other subjects we analyzed. Supplementary analyses show these results are not sensitive to the inclusion of data from a period of well-documented test score manipulation in Atlanta Public Schools.

Citation: Michael Hansen, Tim Sass (2015). Performance Estimates of Teach For America Teachers in Atlanta Metropolitan Area School Districts. CALDER Working Paper No. 145

We use data from Washington state to examine two distinct stages of the teacher pipeline: the placement of prospective teachers in student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their colleges and hometowns but prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that the “draw of home” in new teacher hiring is driven by patterns in student teaching assignments. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.

Citation: John Krieg, Roddy Theobald, Dan Goldhaber (2015). A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements. CALDER Working Paper No. 144

Public pension systems in many U.S. states face large funding shortfalls. Movement toward defined contribution (DC) pension structures may reduce the likelihood of future shortfalls. We address some limitations of the existing literature by studying public-sector employees who are enrolled in either a defined benefit (DB) plan or hybrid DB-DC plan, and who at some points have been able to choose between these plans. We find little evidence that the introduction of the hybrid plan increased employee turnover and that turnover is significantly lower among those who transferred from the DB plan to the hybrid plan.

Citation: Dan Goldhaber, Cyrus Grout, Kristian Holden (2015). Pension Structure and Employee Turnover: Evidence from a Large Public Pension System. CALDER Working Paper No. 142

We examine the extent to which clustering large numbers of Teach For America (TFA) corps members in a limited number of low-performing schools was accompanied by changes in teacher mobility decisions. Using longitudinal data from Miami-Dade spanning six school years, augmented with survey responses from TFA’s own Alumni Survey for cohorts placed in the Miami region, we use Cox proportional hazards models and multinomial logit decision models in a modified difference-in-difference (DD) framework. Our results suggest that the increased concentration of TFA corps members in schools was associated with a reduction in TFA mobility across schools after the first year of service, but it did not affect the overall retention of corps members in the district after the two-year commitment. In addition, we find evidence suggesting non-TFA teachers in schools with a relatively high proportion of TFA corps members were significantly more likely to leave the district. We also find that TFA corps members retained beyond the two-year commitment performed substantially better in mathematics during their first two years of teaching: evidence of positive selection into postcommitment retention. Finally, we produce steady-state estimates of the minimum TFA effects necessary for the district to prefer hiring a TFA corps member relative to a non-TFA hire. TFA corps members in the district exceed this minimum value in both reading and mathematics.

Citation: Michael Hansen, Benjamin Backes, Victoria Brady (2015). Teacher Attrition and Mobility During the Teach For America Clustering Strategy in Miami-Dade County Public Schools. CALDER Working Paper No. 139

There is increased policy interest in extending test-based evaluations in K-12 education to include student achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in a variety of subjects. However, unlike standardized tests in the early grades, students take EOCs at different points in their schooling careers. The timing of the test is a choice variable presumably determined by input from administrators, students and parents. Recent research indicates that school and district policies that determine when students take particular courses can have important consequences for achievement and subsequent outcomes like advanced course taking. We develop an approach for modeling EOC test performance that disentangles the influence of school and district policies regarding the timing of course taking from other factors. After separating out the timing issue, better measures of the quality of instruction provided by districts, schools and teachers can be obtained. Our approach also offers diagnostic value because it separates out the influence of school and district course-timing policies from other factors that determine student achievement.

Citation: Eric Parsons, Cory Koedel, Michael Podgursky, Mark Ehlert , P. Brett Xiang (2015). Incorporating End-of-Course Exam Timing into Educational Performance Evaluations. CALDER Working Paper No. 137

We investigate patterns of teacher mobility in districts with different collective bargaining agreement (CBA) transfer provisions. We use detailed teacher-level longitudinal data from Washington State to estimate the probability that teachers of varying experience and effectiveness levels transfer out of their schools to other schools in the district, to other districts, or out of Washington kindergarten through 12th grade (K–12) public schools. We find consistent evidence that within-district transfer probabilities increase for veteran teachers with the proportion of disadvantaged students in a school but decrease for novice teachers with the proportion of disadvantaged students, and that the strength of these relationships is associated with the strength of seniority transfer provisions in CBAs. Specifically, the pattern of veteran teachers’ leaving disadvantaged schools and novice teachers’ staying in disadvantaged schools is more pronounced in districts with strong CBA seniority transfer protections. CBA transfer provisions do not, however, appear to be an important factor in teacher transfers out of school districts or the K–12 public school workforce in Washington. Finally, we find some evidence that more effective teachers are more likely to stay in advantaged schools when seniority is not a factor in transfer decisions. 

Citation: Dan Goldhaber, Lesley Lavery, Roddy Theobald (2015). Inconvenient Truth? Do Collective Bargaining Agreements Help Explain the Mobility of Teachers Within School Districts?. CALDER Working Paper No. 135

The relatively low status of teaching as a profession is often given as a factor contributing to the difficulty of recruiting teachers, the middling performance of American students on international assessments, and the well-documented decline in the relative academic ability of teachers through the 1990s. Since the turn of the 21st century, however, a number of federal, state, and local teacher accountability policies have been implemented toward improving teacher quality over the objections of some who argue the policies will decrease quality. In this paper we analyze 25 years of data on the academic ability of teachers in New York State and document that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high and low poverty schools and between white and minority teachers. We interpret these gains as evidence that the status of teaching is improving. 

Citation: Hamilton Lankford, Susanna Loeb, Andrew McEachin, Luke Miller, James Wyckoff (2015). Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving. CALDER Working Paper No. 124