| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w14022 |
| 来源ID | Working Paper 14022 |
| Who Leaves? Teacher Attrition and Student Achievement | |
| Donald Boyd; Pam Grossman; Hamilton Lankford; Susanna Loeb; James Wyckoff | |
| 发表日期 | 2008-05-23 |
| 出版年 | 2008 |
| 语种 | 英语 |
| 摘要 | Almost a quarter of entering public-school teachers leave teaching within their first three years. High attrition would be particularly problematic if those leaving were the more able teachers. The goal of this paper is estimate the extent to which there is differential attrition based on teachers' value-added to student achievement. Using data for New York City schools from 2000-2005, we find that first-year teachers whom we identify as less effective at improving student test scores have higher attrition rates than do more effective teachers in both low-achieving and high-achieving schools. The first-year differences are meaningful in size; however, the pattern is not consistent for teachers in their second and third years. For teachers leaving low-performing schools, the more effective transfers tend to move to higher achieving schools, while less effective transfers stay in lower-performing schools, likely exacerbating the differences across students in the opportunities they have to learn. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w14022 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/571696 |
| 推荐引用方式 GB/T 7714 | Donald Boyd,Pam Grossman,Hamilton Lankford,et al. Who Leaves? Teacher Attrition and Student Achievement. 2008. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w14022.pdf（174KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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