The Determinants of Teacher Mobility: Evidence from a Panel of Italian Teachers

Barbieri, Gianna; Rossetti, Claudio; Sestito, Paolo

doi:10.2139/ssrn.1699242

Cited by 30 publications

(5 citation statements)

References 126 publications

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“…A idade é a característica de maior consenso. Todos os estudos discutidos anteriormente que utilizaram essa variável indicaram que os professores que ingressam na carreira docente mais jovens são os que mais abandonam a rede (BORMAN & DOWLING, 2008;ALLENSWORTH, PONISCIAK & MAZZEO, 2009;BARBIERI, ROSSETTI & SESTITO, 2010;SASS et al, 2012).…”

Section: Discussionunclassified

Abandono Docente Na Rede Municipal De Educação Do Rio De Janeiro

Carrasqueira

Koslinski

2021

Educ. rev.

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RESUMO: A retenção de professores é um desafio enfrentado por diversas redes educacionais no mundo inteiro, e tem impactos para os sistemas escolares, para escolas e para os alunos. Este artigo teve por objetivo investigar os fatores associados ao abandono docente na rede municipal do Rio de Janeiro. Utilizou bases de dados provenientes da Secretaria Municipal do Rio de Janeiro (SME-RJ) e do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) que permitiram acompanhar, entre 2012 e 2016, a trajetória de 3594 professores que tomaram posse entre 2009 e 2011. As análises utilizaram modelos de regressões logísticas para estimar a probabilidade de o professor abandonar a rede. Os resultados indicam que professores mais jovens e com maior nível de escolaridade apresentam maior probabilidade de abandonar a rede. Além disso, o perfil do alunado, a experiência de mudar de escola e as pressões de uma política de responsabilização escolar, que vigorava no período em que a pesquisa foi realizada, também se mostraram fatores associados à probabilidade do docente abandonar a rede.

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Section: Discussionunclassified

Abandono Docente Na Rede Municipal De Educação Do Rio De Janeiro

Carrasqueira

Koslinski

2021

Educ. rev.

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“…In Italy, primary and lower secondary school children normally attend the public school of residence, but they may also apply to a different public or private institution. Evidence that that more experienced teachers are more likely to choose schools attended by students of more advantaged family backgrounds is found by Barbieri et al (2010). 3.…”

Section: Discussionmentioning

confidence: 99%

On Estimating Achievement Dynamic Models from Repeated Cross Sections

Contini¹,

Grand²

2015

Sociological Methods & Research

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Summary.Despite the increasing spread of standardized assessments of student learning, longitudinal achievement data are still lacking in many countries. This article raises the following question: can we exploit cross-sectional assessments held at different schooling stages to evaluate how achievement inequalities related to individual ascribed characteristics develop over time? We discuss the issues involved in estimating dynamic models from repeated cross-sectional surveys and, consistently with a simple learning accumulation model, we propose an imputed regression strategy that allows to "link" two surveys and deliver consistent estimates of the parameters of interest. We then apply the model to Italian achievement data of 5 th and 6 th graders and investigate how inequalities develop between primary and lower secondary school.

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“…For example, parents may strategically enroll their children in schools with specific characteristics, such as a low share of foreign children, better socioeconomic composition, and greater resources at the school level. In the same vein, more experienced teachers might opt for schools with few CMO because of the supposed better academic quality and less problematic social context (Barbieri, Rossetti, & Sestito, 2010). We rely on school fixed-effects models to address these issues, which account for neighborhood influences, parental enrolment strategy, and teacher distribution across schools.…”

Section: Identification Strategymentioning

confidence: 99%

“…First, there is evidence of an approximately random matching of teachers' and students' socioeconomic origins in Italian primary schools (Abbiati, Argentin, & Gerosa, 2017), which strongly correlates with a migration background. Additionally, if a non-random sorting is present, it occurs mostly across schools (Barbieri et al, 2010), an aspect that we address with our school fixed-effect strategy. Finally, we focus only on schools with a random assignment of CMO students across classrooms, rendering less plausible a non-random sorting of teachers.…”

Section: Identification Strategymentioning

confidence: 99%

Immigrant concentration and ethno-linguistic diversity in the classroom: consequences for children’s well-being, social integration and academic competencies

Fedeli¹,

Triventi²

2022

Preprint

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The educational system is a crucial institutional arena for the long-term successful integration of the children of immigrants into destination countries. We study the consequences of the presence of students with a migration background on various student outcomes in Italy, a country that experienced a rapid increase in immigration fluxes. We enrich the literature in several ways: 1) we analyze not only students’ competencies but also their well-being and social integration; 2) we investigate the joint effects of two dimensions of migrants’ presence in the classroom, namely immigrant concentration and ethno-linguistic diversity; 3) we develop an analytical design to make exposure to a level of immigrant share and ethnolinguistic diversity conditionally random. We use data collected by the National Institute for the Evaluation of the Italian School System on the entire population of students enrolled in the fifth grade (primary education) in 2014–15 (INVALSI, 2015) (n=222,365) Our findings suggest that immigrant concentration and ethno-linguistic diversity in the classroom have limited detrimental effects on student outcomes; their minor effects are widely independent of each other and approximately linear. There is weak evidence of heterogeneous impacts across students with different migration backgrounds; the impact is tiny and appears to be concentrated exclusively on first-generation students. Implications for theoretical debate and educational policies are discussed in relation to the findings.

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The Determinants of Teacher Mobility: Evidence from a Panel of Italian Teachers

Cited by 30 publications

References 126 publications

Abandono Docente Na Rede Municipal De Educação Do Rio De Janeiro

Abandono Docente Na Rede Municipal De Educação Do Rio De Janeiro

On Estimating Achievement Dynamic Models from Repeated Cross Sections

Immigrant concentration and ethno-linguistic diversity in the classroom: consequences for children’s well-being, social integration and academic competencies

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