This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States. It examines the characteristics of individuals who enter and remain in the teaching profession, the characteristics of schools and districts that successfully recruit and retain teachers, and the types of policies that show evidence of efficacy in recruiting and retaining teachers. The goal of the article is to provide researchers and policymakers with a review that is comprehensive, evaluative, and up to date. The review of the empirical studies selected for discussion is intended to serve not only as a compendium of available recent research on teacher recruitment and retention but also as a guide to the merit and importance of these studies.

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents inIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. This paper investigates the amount of academic service performed by female versus male faculty. We use 2012 data from an online annual performance reporting system for tenured and tenure-track faculty at two campuses of a large public, Midwestern university as well as 2014 data from a large national survey of faculty at more than 140 institutions. We find evidence in both data sources that women faculty perform significantly more service than men, controlling for rank, race/ethnicity, and field or department. Our analyses suggest that the male-female differential is driven primarily by internal service -i.e., service to the university, campus, or department -rather than external service -i.e., service to the local, national, and international communities. JEL Classification:I23

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high-or low-performing can be substantial. Misspecifying dynamic relationships can exacerbate estimation problems. However, some estimators are more robust across scenarios and better suited to estimating teacher effects than others. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S NON-TECHNICAL SUMMARYValue-added measures have become increasingly important as a key element of teacher performance evaluation. This paper lays out the theoretical foundation for the study of these measures and then uses simulations to determine how accurately several commonly used estimation methods measure teacher performance under different scenarios that assign students to schools and teachers. The estimation techniques that we evaluate form the building blocks of value added estimation currently in use in research and policy. We report the following findings:• No one method accurately captures true teacher effects in all possible assignment scenarios, although some are more robust across scenarios than others.• A dynamic OLS estimator that includes both prior achievement and teacher indicator variables on the right-hand-side is more robust to difficult estimation conditions than other estimators widely used in research and policy.• The probability that an above-average teacher can be misclassified as below average can be fairly high, even in scenarios in which the best estimation strategies produce estimates that correlate relatively well with true teacher rankings.• The probability that a teacher in the top or bottom quintiles of the quality distribution is correctly identified as such is lower than would be desirable for policy purposes that link performance to rewards or sanctions.JEL Classification: I20, J08, J24, J44

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