| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w22805 |
| 来源ID | Working Paper 22805 |
| The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality | |
| Julie Berry Cullen; Cory Koedel; Eric Parsons | |
| 发表日期 | 2016-11-07 |
| 出版年 | 2016 |
| 语种 | 英语 |
| 摘要 | Improving public sector workforce quality is challenging in sectors such as education where worker productivity is difficult to assess and manager incentives are muted by political and bureaucratic constraints. In this paper, we study how providing improved information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers. Our setting is the Houston Independent School District, which recently implemented a rigorous teacher evaluation system. Prior to the new system, teacher effectiveness was negatively correlated with district exit and we show that the policy significantly strengthened this relationship, primarily by increasing the relative likelihood of exit for teachers in the bottom quintile of the quality distribution. Low-performing teachers working in low-achieving schools were especially likely to leave. However, despite the success, the implied change to the quality of the workforce overall is too small to have a detectable impact on student achievement. |
| 主题 | Subnational Fiscal Issues ; Health, Education, and Welfare ; Education ; Labor Economics ; Labor Market Structures |
| URL | https://www.nber.org/papers/w22805 |
| 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/580477 |
| 推荐引用方式 GB/T 7714 | Julie Berry Cullen,Cory Koedel,Eric Parsons. The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality. 2016. |
| 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 | ||
| w22805.pdf（965KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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