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ERIC Number: ED509666
Record Type: Non-Journal
Publication Date: 2007-Oct
Pages: 54
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: N/A
Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. Working Paper 12
Goldhaber, Dan; Gross, Betheny; Player, Daniel
National Center for Analysis of Longitudinal Data in Education Research
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 early-career teachers in North Carolina public schools from 1996 to 2002. Our findings suggest that the most-effective teachers tend to stay in teaching and in specific schools. Contrary to common expectations, we do not find that more-effective teachers are more likely to leave more-challenging schools. (Contains 17 tables, 1 figure and 15 notes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: Carnegie Corporation of New York; Ewing Marion Kauffman Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: SAT (College Admission Test)
IES Funded: Yes
Grant or Contract Numbers: R305A060067