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ERIC Number: ED509679
Record Type: Non-Journal
Publication Date: 2009-Aug
Pages: 49
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: N/A
Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Schools Keeping Their Best? Working Paper 29
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 teachers have relied on proxy indicators of teacher quality, even though these proxies correlate only weakly with student performance. This paper examines the attrition and mobility of early-career teachers of varying quality using value-added measures of teacher performance. Unlike previous studies, this paper focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers tend to stay in their initial schools and in teaching. But the lowest performing teachers, who are generally the most likely to transfer between schools, appear to "churn" within the system, and teacher mobility appears significantly affected by student demographics and achievement levels. (Contains 5 tables and 41 footnotes.)
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: Reports - Evaluative
Education Level: Elementary Secondary Education
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