Grade-specific experience, grade reassignments, and teacher turnover

Ost, Ben; Schiman, Jeffrey C.

doi:10.1016/j.econedurev.2015.03.004

Cited by 30 publications

(22 citation statements)

References 12 publications

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“…Following Ost and Schiman (2015), Appendix Table A3 reports linear probability models of the determinants of grade switching. These reveal that grade switching is strongly related to the probability a teacher leaves any grade.…”

Section: Modeling Impacts Of Teacher Turnovermentioning

confidence: 99%

Dynamic effects of teacher turnover on the quality of instruction

Hanushek

Rivkin

Schiman

2016

Economics of Education Review

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We thank Dan O'Brien for help with the data development and early analytical work and anonymous referees and the editor for thoughtful comments. Greg Branch provided superb research assistance. This research has received support from the Spencer Foundation, the Hewlett Foundation, and the Packard Humanities Institute. The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency, the Texas Higher Education Coordinating Board, or the State of Texas. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

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Section: Modeling Impacts Of Teacher Turnovermentioning

confidence: 99%

Dynamic effects of teacher turnover on the quality of instruction

Hanushek

Rivkin

Schiman

2016

Economics of Education Review

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“…If the breakup of work-related ties is largely a function of teachers moving to different grades, this does not bode well for the vertical alignment of the elementary school curriculum, and may partially account for why the content that students are exposed to from one grade to the next tends to repeat rather than build on prior years (Polikoff, 2012). In addition, the dissolution of social ties that accompanies grade changing may explain why switching grades is associated with school-level teacher turnover (Blazar, 2015; Ost & Schiman, 2015) and lower teacher performance (Blazar, 2015). Our findings raise the possibility that some of the negative effects of grade switching may be due to the disruption of work ties that often accompany a change in grade.…”

Section: Discussionmentioning

confidence: 99%

Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties

Spillane

Shirrell

2017

Educational Administration Quarterly

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Purpose: School leaders are central to the development of work-related ties among school staff. Although prior work has examined the predictors of the presence of work-related ties, little is known about the breakup or dissolution of ties among school staff. This study examines the extent of tie dissolution among school staff, as well as both the individual- and organizational-level predictors of the breakup of ties. Research Methods: This study uses social network analysis of 4 years of survey data from 14 elementary schools in one suburban U.S. district. Social network models predict the likelihood of the breakup of a tie between school staff in three types of networks: close colleague networks, and instructional advice networks in mathematics and language arts. Findings: Work-related ties between school staff dissolve at high rates from year to year, and ties that dissolve generally do not re-form. Aspects of the formal school organization—particularly changing grade levels and losing leadership positions—predict the breakup of ties, while individual-level factors such as commitment to the school, perceptions of school leadership, and beliefs about instruction generally do not predict tie dissolution. Implications for Research and Practice: School leaders should carefully consider grade reassignments and changes in leadership positions, as these changes strongly predict the breakup of ties between school staff. School leaders should also invest in the promotion and maintenance of cross-grade ties after changes to grade-level assignments.

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“…Perhaps the most promising way of providing additional resources (support) to young teachers is by providing high quality mentoring, which has been shown to reduce turnover in carefully controlled evaluations (Smith and Ingersoll, 2004;Rockoff, 2008). In terms of reducing demands on teachers, research shows that giving them simple, stable work assignments, rather than teaching multiple subjects or shifting year groups also reduces turnover (Donaldson and Johnson, 2010;Ost and Schiman, 2015). Ofsted (2017) have recently made a series of announcements which suggest they will pay closer attention to teacher turnover and working conditions when they inspect schools.…”

Section: <Figure 8 About Here> <Figure 9 About Here>mentioning

confidence: 99%

Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools

Allen¹,

Sims²

2018

Oxford Review of Education

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Gaps between the educational attainment of pupils from higher and lower income families are widespread and persistent. Teacher quality is amongst the most important school-based determinants of pupil attainment, making the allocation of teachers to pupils a potentially important reason for this attainment gap. We use a range of well-evidenced indicators of teacher quality from the School Workforce Census and the Teaching and Learning International Survey to investigate the extent of social inequalities in access to teacher quality in England. Looking at the allocation of teachers between schools, we find that disadvantaged pupils are more likely to have unqualified, inexperienced or out-of-subject teachers. We present evidence that this reflects both demand from early-career teachers to work in such schools and a greater supply of vacant positions in these schools, due to poor staff retention. We find some evidence of an inequitable allocation of teacher quality to classes within schools, though this is limited to our teacher experience indicator. This is in part due to teachers with more experience at a specific school being better able to influence their allocation to less disadvantaged classes. Implications for policy are discussed.

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Grade-specific experience, grade reassignments, and teacher turnover

Cited by 30 publications

References 12 publications

Dynamic effects of teacher turnover on the quality of instruction

Dynamic effects of teacher turnover on the quality of instruction

Breaking Up Isn’t Hard to Do: Exploring the Dissolution of Teachers’ and School Leaders’ Work-Related Ties

Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools

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