Emily K. Penner
Less is More: The Causal Effect of Four-Day School Weeks on Employee Turnover
The use of four-day school weeks (4dsw) in the United States has expanded rapidly over the past two decades. Previous work examines the impact of 4dsw on student outcomes, but little research to date examines the effect on school employees even though schools in some locales have adopted 4dsw to… more →
Should They Pay, or Should I Go? Differential Responses to Base Salary Increases
This study uses administrative data from Oregon to estimate the extent to which base salary increases reduce teacher turnover and to investigate whether these effects are heterogeneous by teacher characteristics. Using multiple sets of fixed effects to isolate plausibly exogenous variation in… more →
Access to Ethnic Studies in California Public Schools
We examine access to high school Ethnic Studies in California, a new graduation requirement beginning in 2029-30. Data from the California Department of Education and the University of California Office of the President indicate that roughly 50 percent of public high school students in 2020-21… more →
Revolving School Doors? A Longitudinal Examination of Teacher, Administrator and Staff Contributions to School Churn
Non-teaching staff comprise over half of all school employees and their turnover may be consequential for school operation, culture, and student success, yet we lack evidence documenting their attrition. We use 11 years of administrative data from Oregon to examine mobility and exit among… more →