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Educator labor markets
Policymakers are increasingly including early-career earnings data in consumer-facing college search tools to help students and families make more informed post-secondary education decisions. We offer new evidence on the degree to which existing college-specific earnings data equips consumers with useful information by documenting the level of selection bias in the earnings metrics reported in the U.S. Department of Education’s College Scorecard. Given growing interest in reporting earnings by college and major, we focus on the degree to which earnings differences across four-year colleges and universities can be explained by differences in major composition across institutions. We estimate that more than three-quarters of the variation in median earnings across institutions is explained by observable factors, and accounting for differences in major composition explains over 30 percent of the residual variation in earnings after controlling for institutional selectivity, student composition, and local cost of living differences. We also identify large variations in the distribution of earnings within colleges; as a result, comparisons of early-career earnings can be extremely sensitive to whether the median, 25th, or 75th percentiles are presented. Taken together, our findings indicate that consumers can easily draw misleading conclusions about institutional quality when using publicly available earnings data to compare institutions.
We examine the dynamic nature of teacher skill development using panel data on principals’ subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers’ value-added to student achievement on standardized tests. Unlike value-added, subjective performance ratings provide detailed information about specific skill dimensions and are available for the many teachers in non-tested grades and subjects. Using a within-teacher returns to experience framework, we find, on average, large and rapid improvements in teachers’ instructional practices throughout their first ten years on the job as well as substantial differences in improvement rates across individual teachers. We also document that subjective performance ratings contain important information about teacher effectiveness. In the district we study, principals appear to differentiate teacher performance throughout the full distribution instead of just in the tails. Furthermore, prior performance ratings and gains in these ratings provide additional information about teachers’ ability to improve test scores that is not captured by prior value-added scores. Taken together, our study provides new insights on teacher performance improvement and variation in teacher development across instructional skills and individual teachers.
One in five schools loses its principal each year. Despite the prevalence of principal turnover, little empirical research has examined its effects on school outcomes. Because principal turnover may occur in response to or contemporaneous with a downturn in student achievement, the effect of a turnover is confounded with unobserved school-level factors. We employ a novel identification strategy that blocks each potential source of endogeneity to isolate plausibly causal effects of within- and between-year principal turnover. Using eight years of North Carolina administrative data from 2009-2018, we find that principal turnover is associated with significant decreases in student achievement and increases in teacher turnover. These effects are similar whether the turnover occurs over the summer or during the school year.
Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic impacts of affordability on teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety relates to teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety relates to job performance and teacher retention— economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50 percent more likely to depart the district within two years after the survey.
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet, teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique dataset on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs to years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.
Many districts and states have begun implementing incentives to attract high-performing teachers to low-performing schools. Previous research has found that these incentives are effective. However, effects on the schools and students these teachers leave behind has not been examined. This study focuses on the general equilibrium effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools, one of the most successful turnaround initiatives in the nation (Zimmer, Henry, & Kho, 2017). While there is some variation in the effects of losing these teachers, we find they range between -0.04 and -0.12 standard deviations in student test score gains. However, an estimate including both these negative effects and the positive effects in iZone schools yields overall net positive effects.
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.
Effective teacher hiring is fundamental to improving schools and yet few studies investigate this process. In this exploratory study of six successful, high-poverty schools (three charter, three district) in one Massachusetts city, we analyze the policy contexts that influenced hiring and examine the schools’ hiring practices. Through interviews with 142 teachers and administrators, we learned that, despite significant differences, these schools’ approaches were strikingly similar. Each used a two-way, information-rich hiring process that provided schools and candidates with opportunities to exchange information and assess one another before making an offer or signing a contract. Participants viewed their investment in hiring as an essential part of their school’s success. Based on our findings, we provide recommendations for policymakers, practitioners, and researchers.
Recruiting and retaining teachers can be challenging for many schools, especially in low-performing urban schools in which teachers turn over at higher rates. In this study, we examine three types of school-level attributes that may influence teachers’ decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics. Using adaptive conjoint analysis survey design with a sample of teachers from low-performing, urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development. In particular, teachers rated as effective are more likely to prefer performance-based pay than teachers rated ineffective. We validate our results using administrative data from Tennessee on teachers’ actual mobility patterns.
A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this research to formally test factors that either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a mediational framework, we find that hiring highly effective teachers and employing effective principals partially explain positive effects of iZone interventions. In the ASD, high levels of teacher turnover suppress potential positive effects after the first year. In iZone schools, several factors suppress even larger positive effects: hiring more novice teachers; hiring more principals with less experience; and high levels of student chronic absenteeism and student in-migration.