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Download full textFuller, Sarah C.; Ladd, Helen F. – National Center for Analysis of Longitudinal Data in Education Research, 2012
We use North Carolina data to explore the extent to which teachers in the lower grades (K-2) of elementary school are lower quality than in the upper grades (3-5) and to examine the hypothesis that accountability contributes to a shortfall in teacher quality in the lower grades. Our concern with early elementary grades arises from recent studies…
Descriptors: Teacher Effectiveness, Grades (Scholastic), Federal Legislation, Academic Achievement
Direct linkGoldhaber, Dan; Gross, Betheny; Player, Daniel – Center for Education Data & Research, 2010
In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in…
Descriptors: Academic Achievement, Teacher Effectiveness, Evidence, Faculty Mobility
Goldhaber, Dan; Gross, Betheny; Player, Daniel – National Center for Analysis of Longitudinal Data in Education Research, 2007
Most studies that have fueled alarm over the attrition and mobility rates of high-quality teachers have relied on proxy indicators of teacher quality, which recent research finds to be only weakly correlated with value-added measures of teachers' performance. We examine attrition and mobility of teachers using teacher value-added measures for…
Descriptors: Public Schools, Teacher Effectiveness, Teacher Competencies, Career Change
