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ERIC Number: EJ960565
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1539-9664
Managing the Teacher Workforce: The Consequences of "Last in, First out" Personnel Policies
Goldhaber, Dan; Theobald, Roddy
Education Next, v11 n4 p78-83 Fall 2011
Tough economic times mean tight school district budgets, possibly for years to come. Education is a labor-intensive industry, and because most districts devote well over half of all spending to teacher compensation, budget cuts have already led to the most substantial teacher layoffs in recent memory. Although the 2010 federal Education Jobs and Medicaid Assistance Act forestalled steeper staffing cuts, school district expenditures are expected to fall once more, and it is highly unlikely the federal government will step in again. Calls to reform teacher layoff policies have begun to appear with regularity in newspaper editorials, policy briefs, and statehouses--and for good reason. A growing body of research confirms that teacher quality is the most influential in-school factor driving student achievement. That being the case, teacher dismissal policies and procedures can have profound implications for how much students learn. Newly available data on "reduction-in-force" (RIF) notices received by teachers in Washington State shed light on the consequences of existing layoff policies for student achievement as well as the consequences of adopting alternatives. The authors' analysis of these data provides strong evidence that seniority plays an outsized role in determining which teachers are targeted for layoffs, likely in part because collective bargaining agreements ordinarily require that the teachers last hired are the first to be fired. (Contains 2 figures.)
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Washington Assessment of Student Learning