NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ759277
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0276-8739
Do School Accountability Systems Make It More Difficult for Low-Performing Schools to Attract and Retain High-Quality Teachers?
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.; Diaz, Roger Aliaga
Journal of Policy Analysis and Management, v23 n2 p251-271 Spr 2004
Administrative data from North Carolina are used to explore the extent to which that state's relatively sophisticated school-based accountability system has exacerbated the challenges that schools serving low-performing students face in retaining and attracting high-quality teachers. Most clear are the adverse effects on retention rates, and hence on teacher turnover, in such schools. Less clear is the extent to which that higher turnover has translated into a decline in the average qualifications of the teachers in the low-performing schools. Other states with more primitive accountability systems can expect even greater adverse effects on teacher turnover in low-performing schools.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina