ERIC Number: EJ1061419
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 42
Grade Assignments and the Teacher Pipeline: A Low-Cost Lever to Improve Student Achievement?
Educational Researcher, v44 n4 p213-227 May 2015
Research on teacher stability typically focuses on the extent to which teachers remain in the same school, district, or the teaching profession from one year to the next. I investigate another facet of stability--whether teachers remain in the grade they teach. Drawing on administrative data from a large district in California, I find that high shares of teachers switch grades. Disproportionately, these are early career teachers who come from low-achieving or high-minority schools. Teachers who switch grades leave schools at higher rates than their colleagues and exhibit lower impacts on their students' achievement. For teachers who switch to a nonadjacent grade, these negative effects can wipe out any gains due to increased experience and can persist in the year after the switch occurs.
Descriptors: Assignments, Academic Achievement, Student Improvement, Looping (Teachers), Data Analysis, Teacher Persistence, Teacher Placement, Faculty Mobility, Teacher Transfer, Trend Analysis, Correlation, Institutional Characteristics, Teaching Experience, Teacher Effectiveness, Elementary Secondary Education, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California