- Brendan Bartanen
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Using rich longitudinal data from one of the largest teacher education programs in Texas, we examine the measurement of pre-service teacher (PST) quality and its relationship with entry into the K–12 public school teacher workforce. Drawing on rubric-based observations of PSTs during clinical teaching, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. We also find that men and PSTs of color receive systematically lower scores. Finally, higher-scoring PSTs are slightly more likely to enter the teacher workforce and substantially more likely to be hired at the same school as their clinical teaching placement.
Using statewide data from Tennessee over more than a decade, this paper estimates the job performance returns to principal experience as measured by student, teacher, and principal outcomes. I find that principals improve substantially over time, evidenced by higher student achievement, higher ratings from supervisors, and lower rates of teacher turnover. However, improvement in student achievement as principals gain experience does not carry over when principals change schools. The returns to school-specific experience are largest for principals in high-poverty schools, highlighting the potential benefits of policies to improve the recruitment and retention of high-quality leaders in hard-to-staff environments.
Exploiting variation from principal and teacher transitions over long administrative data panels in Missouri and Tennessee, we estimate the effects of principal race on the hiring and turnover of racially diverse teachers. Evidence from the two states is strikingly similar. Black principals increase the probability that a newly hired teacher is Black by 5–7 percentage points. This result appears to be partially driven by principals hiring from within their networks of educators with whom they have worked before. Black principals also decrease Black teacher mobility, reducing the probability that a Black teacher changes schools by 2–5 percentage points. Increases in Black teacher hiring and reductions in turnover mean that a change from a White to a Black principal increases the fraction of Black teachers working in a school by about 3 percentage points, on average, increasing exposure of students to Black teachers. Further evidence suggests that assignment to a Black teacher increases the math achievement of Black students, though the presence of a Black principal appears to have positive impacts on Black students’ math achievement that is not explained by assignment to Black teachers.