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Dee, Thomas S.; James, Jessalynn; Wyckoff, James – Stanford Center for Education Policy Analysis, 2019
Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Sustainability, Public School Teachers
Atteberry, Allison; Loeb, Susanna; Wyckoff, James – Educational Evaluation and Policy Analysis, 2017
Educators raise concerns about what happens to students when they are exposed to new or new-to-school teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to…
Descriptors: Teacher Placement, Academic Achievement, Comparative Analysis, Urban Schools
Loeb, Susanna; Miller, Luke C.; Wyckoff, James – Educational Researcher, 2015
Tenure is intended to protect teachers with demonstrated teaching skills against arbitrary or capricious dismissal. Critics of typical tenure processes argue that tenure assessments are superficial and rarely discern whether teachers in fact have the requisite teaching skills. A recent reform of the tenure process in New York City provides an…
Descriptors: Tenure, Urban Schools, Teacher Effectiveness, Public School Teachers
Dee, Thomas S.; Wyckoff, James – Journal of Policy Analysis and Management, 2015
Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…
Descriptors: Public School Teachers, Urban Schools, Teacher Evaluation, Incentives
Dee, Thomas S.; Wyckoff, James – Grantee Submission, 2015
Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…
Descriptors: Comparative Analysis, Incentives, Public School Teachers, Regression (Statistics)
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James – Stanford Center for Education Policy Analysis, 2016
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
Descriptors: Faculty Mobility, Teacher Effectiveness, Academic Achievement, Public School Teachers
Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James – Grantee Submission, 2017
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…
Descriptors: Labor Turnover, Teacher Persistence, Teacher Competencies, Academic Achievement
Loeb, Susanna; Miller, Luke C.; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2014
This paper describes teacher tenure reforms first enacted by the New York City Department of Education (NYCDOE) during the 2009-10 academic year (AY) and the changes in the district's teacher workforce following the reforms. We show that the reforms dramatically changed the proportion of eligible teachers receiving tenure, as well as the career…
Descriptors: Teacher Evaluation, Screening Tests, Educational Improvement, Tenure
Master, Benjamin; Loeb, Susanna; Wyckoff, James – Educational Evaluation and Policy Analysis, 2017
Evidence that teachers' short-term instructional effects persist over time and predict substantial long-run impacts on students' lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers' value-added to student learning. However, relatively little research has…
Descriptors: Language Arts, English Teachers, Teacher Effectiveness, Value Added Models
Dee, Thomas; Wyckoff, James – National Bureau of Economic Research, 2013
Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…
Descriptors: Teacher Evaluation, Public Schools, Public School Teachers, Urban Schools
Dee, Thomas S.; Wyckoff, James – Education Next, 2017
Teachers matter--and some matter more than others. That recognition has driven a tidal wave of controversial policy reforms over the past decade, rooted in new evaluation systems that link teachers' ratings and, in some cases, their pay and advancement to evidence of classroom practice and student learning. Two out of three U.S. states overhauled…
Descriptors: Teacher Evaluation, Teacher Salaries, Faculty Promotion, Incentives
Master, Benjamin; Loeb, Susanna; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2014
Measures of teachers' "value added" to student achievement play an increasingly central role in k-12 teacher policy and practice, in part because they have been shown to predict teachers' long-term impacts on students' life outcomes. However, little research has examined variation in the long-term effects of teachers with similar…
Descriptors: Teacher Effectiveness, Value Added Models, Academic Achievement, Mathematics Instruction
Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – Education Finance and Policy, 2011
School districts are confronting difficult choices in the aftermath of the financial crisis. Today, the financial imbalance in many school districts is so large that there may be few alternatives to teacher layoffs. In nearly all school districts, layoffs are currently determined by some version of teacher seniority. Yet, alternative approaches to…
Descriptors: Job Layoff, Teacher Effectiveness, Status, School Districts
Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2013
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…
Descriptors: Academic Achievement, Teacher Effectiveness, Elementary School Students, Grade 5
Boyd, Donald; Grossman, Pam; Ing, Marsha; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2011
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover…
Descriptors: Teacher Characteristics, Teacher Persistence, School Administration, Teacher Administrator Relationship
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