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Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and the Impact of Exiting Low-Performing Teachers

Personnel evaluation systems have historically failed to identify and remediate low-performing teachers. In 2012, Chicago Public Schools implemented an evaluation system that incorporated remediation and dismissal plans for low-rated teachers. Regression discontinuity estimates indicate that the evaluation reform increased the exit of low-rated tenured teachers by 50 percent. The teacher labor supply available to replace low-rated teachers was higher performing on multiple dimensions, and instrumental variables estimates indicate that policy-induced exit of low-rated teachers significantly improved teacher quality in subsequent years. Policy simulations show that the teacher labor supply in Chicago is sufficient to remove significantly more low-performing teachers.

Keywords
personnel evaluation, tenure, labor market outcomes, teacher quality, regression discontinuity
Education level
Document Object Identifier (DOI)
10.26300/d201-7y89

EdWorkingPaper suggested citation:

Sartain, Lauren, and Matthew P. Steinberg. (). Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and the Impact of Exiting Low-Performing Teachers. (EdWorkingPaper: 21-486). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/d201-7y89

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