ERIC Number: EJ1019215
Record Type: Journal
Publication Date: 2014-Mar
Focusing on Fundamentals: A Reply to Koski and Horng
Anzia, Sarah F.; Moe, Terry M.
Educational Evaluation and Policy Analysis, v36 n1 p120-123 Mar 2014
In this article, the authors Sarah A. Anzia and Terry M. Moe, offer a retort to William S. Koski and Elieen L. Horng's argument that their study of seniority-based transfer rules is narrow and that its findings only apply under limited circumstances. The Koski-Horng's study, by contrast, takes a broad frame--so broad that, as detailed in their 127-page technical report, they estimated 40 different models. They argue that the bigger picture that emerges from their more extensive analysis is that there is little evidence for our finding that these rules have a negative impact on the percentage of experienced teachers in disadvantaged schools relative to advantaged schools. Anzia and Moe point out that the Koski-Horng's published article does not mention this technical report, its 40 models, or its broad frame. The article simply presents an empirical analysis of seniority-based transfer rules and concludes that there is no impact. In our view, the article is properly assessed based on what it actually says and does. But given that Koski-Horng have directed attention to the technical report, Anzia and Moe use this retort to address the claim that the report provides the bigger picture and bolsters the article's conclusion of no impact.
Descriptors: Teacher Transfer, Status, Teaching Experience, Disadvantaged Schools, Equal Education, Teacher Competencies, Collective Bargaining, Unions, Research Methodology, Evaluation Methods, Elementary Schools, Educational Research, Journal Articles
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education
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