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Download full textLoeb, Susanna; Master, Benjamin; Sun, Min – Stanford Center for Education Policy Analysis, 2015
The capacity of the nation's public schools to recruit and retain highly skilled teachers is a perennial concern of policy makers and school leaders. Over the past two decades, major policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered…
Descriptors: Job Satisfaction, Teacher Recruitment, Minority Group Teachers, Teacher Selection
Peer reviewed
Direct linkLoeb, Susanna; Kalogrides, Demetra; Beteille, Tara – Education Finance and Policy, 2012
The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key…
Descriptors: Academic Achievement, Teacher Effectiveness, Outcomes of Education, Beginning Teachers
Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Rockoff, Jonah; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research, 2007
Studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students having the least qualified teachers as measured by certification, exam performance, and inexperience (Lankford, Loeb and Wyckoff, 2002). Yet, there have been substantial changes in the…
Descriptors: Teaching (Occupation), Middle Schools, Teacher Effectiveness, Poverty
Boyd, Don; Lankford, Hamp; Loeb, Susanna; Rockoff, Jonah; Wyckoff, Jim – National Center for Analysis of Longitudinal Data in Education Research, 2008
Arguably the most important educational resource is teachers. Teachers and teaching quality are a central feature of the No Child Left Behind Act of 2001 (NCLB) which requires a "highly qualified teacher" in every core academic classroom. Many states and large districts also have policies in place to attract qualified teachers to…
Descriptors: Teacher Effectiveness, Federal Legislation, Teacher Qualifications, Academic Achievement
Boyd, Donald J.; Grossman, Pam; Lankford, Hamilton; Loeb, Susanna; Michelli, Nicholas M.; Wyckoff, Jim – Journal of Teacher Education, 2006
New York City represents a microcosm of the changes that are shaking the very foundations of teacher education in this country. In their efforts to find teachers for hard-to-staff schools by creating multiple pathways into teaching, districts from New York City to Los Angeles are in the midst of what amounts to a national experiment in how best to…
Descriptors: Alternative Teacher Certification, Preservice Teacher Education, Urban Education, Teacher Recruitment
Boyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Bureau of Economic Research, 2005
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student…
Descriptors: Achievement Gains, Urban Schools, Academic Achievement, Preservice Teacher Education
