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Direct linkGrossman, Pam; Loeb, Susanna; Myung, Jeannie; Boyd, Donald; Lankford, Hamilton; Wyckoff, James – Yearbook of the National Society for the Study of Education, 2012
Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994).…
Descriptors: Beginning Teacher Induction, Mentors, Beginning Teachers, Teacher Persistence
Loeb, 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
Loeb, Susanna; Kalogrides, Demetra; Beteille, Tara – National Bureau of Economic Research, 2011
The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this paper, we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development and retention of its teachers. We ask whether effective schools…
Descriptors: Teacher Effectiveness, Educational Objectives, Outcomes of Education, Beginning Teachers
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
Download full textBoyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research, 2009
This paper analyzes attrition patterns among teachers in New York City public elementary and middle schools and explores whether teachers who transfer among schools, or leave teaching entirely, are more or less effective than those who remain. We find that the first-year teachers who are less effective in improving student math scores have higher…
Descriptors: Urban Schools, Elementary School Teachers, Middle School Teachers, Teacher Effectiveness
Boyd, Donald; Grossman, Pam; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Bureau of Economic Research, 2008
Almost a quarter of entering public-school teachers leave teaching within their first three years. High attrition would be particularly problematic if those leaving were the more able teachers. The goal of this paper is estimate the extent to which there is differential attrition based on teachers' value-added to student achievement. Using data…
Descriptors: Teacher Effectiveness, Teacher Persistence, Academic Achievement, Faculty Mobility
