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ERIC Number: EJ1234408
Record Type: Journal
Publication Date: 2019-Dec
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Late to Class: Estimating the Relationship between Teacher Assignment Change and Student Sorting
Rogers, Laura K.; Doan, Sy
Elementary School Journal, v120 n2 p347-371 Dec 2019
This article examines the extent to which both teacher and student assignment patterns are associated with inequitable classroom compositions within schools. From a sample of about 30,000 elementary school classrooms in Tennessee, we first investigate the characteristics that predict a switch in a teacher's assignment to a new grade or school. Next, we estimate the extent to which new-to-assignment teachers are systematically assigned different classrooms on the basis of students' prior achievement and demographic characteristics. We find that, compared with their grade-level colleagues, new-to-school teachers are more likely to be assigned students of color, students eligible for free-and-reduced-price-lunch, and those with lower prior-year achievement. However, the classroom compositions of teachers in their first year at a new school are consistent with those they are assigned to teach in years when they do not change positions. We do not find systematic differences in classroom assignments for new-to-grade teachers within a school. Implications for policy are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A