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Educator labor markets
Personnel evaluation systems have historically failed to identify and remediate low-performing teachers. In 2012, Chicago Public Schools implemented an evaluation system that incorporated remediation and dismissal plans for low-rated teachers. Regression discontinuity estimates indicate that the evaluation reform increased the exit of low-rated tenured teachers by 50 percent. The teacher labor supply available to replace low-rated teachers was higher performing on multiple dimensions, and instrumental variables estimates indicate that policy-induced exit of low-rated teachers significantly improved teacher quality in subsequent years. Policy simulations show that the teacher labor supply in Chicago is sufficient to remove significantly more low-performing teachers.
Economic downturns can cause major funding shortfalls for U.S. public schools, often forcing districts to make difficult budget cuts including teacher layoffs. In this brief, we synthesize the empirical literature on the widespread teacher layoffs caused by the Great Recession. Studies find that teacher layoffs harmed student achievement and were inequitably distributed across schools, teachers, and students. Research suggests that specific elements of the layoff process can exacerbate these negative effects. Seniority-based policies disproportionately concentrate layoffs among teachers of color who are more likely to be early career teachers. These “last-in first-out” policies also disproportionately affect disadvantaged students because these students are more likely to be taught by early career teachers. The common practice of widely distributing pink slips warning about a potential job loss also appears to increase teacher churn and negatively impact teacher performance. Drawing on this evidence, we outline a set of policy recommendations to minimize the need for teacher layoffs during economic downturns and ensure that the burden of any unavoidable job cuts does not continue to be borne by students of color and students from low-income backgrounds.
Human-capital formation in school depends largely on the selection and retention of teachers. I conduct a discrete-choice experiment with responses linked to administrative teacher and student records to examine teacher preferences for compensation structure and working conditions. I calculate willingness-to-pay for a rich set of work attributes. High-performing teachers have similar preferences to other teachers, but they have stronger preferences for performance pay. Taking the preference estimates at face value I explore how schools should structure compensation to meet various objectives. Under each objective, schools appear to underpay in salary and performance pay while overpaying in retirement. Restructuring compensation can increase both teacher welfare and student achievement.
Hundreds of colleges have changed their names to signal higher quality. We estimate how this affects college choice and the labor market performance of college graduates. Administrative data show that name-changing colleges enroll higher-aptitude students, with larger effects for attractive-but-misleading name changes and among students with less information. A resume audit study shows that employer callbacks respond to the increased aptitude of recruited students at these colleges. We broaden these results using scraped online text data, survey data, and other administrative data. Our study demonstrates that signals designed to change beliefs can have real, lasting impacts on market outcomes.
High rates of teacher turnover in child care settings have negative implications for young children’s learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the child care center level – specifically, how turnover varies across centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers operating in Louisiana between the 2015-16 and 2018-19 school years (n=575 centers). We document high and variable turnover rates across centers throughout the state. Each year, nearly one-third of centers experienced high turnover, that is, lost more than half of their teachers. About 27% of centers experienced high turnover for multiple years in our panel, while 44% of centers did not experience high turnover in any year. Our findings underscore concerns that sustained staffing challenges may hinder efforts to provide high-quality child care.
Cognition, a component of human capital, is fundamental for decision-making, and understanding the causes of human capital depreciation in old age is especially important in aging societies. Using various proxy measures of cognitive performance from a longitudinal survey in South Africa, we study how education affects cognition in late adulthood. We show that an extra year of schooling improves memory performance and general cognition. We find evidence of heterogeneous effects by gender: the effects are stronger among women. We explore potential mechanisms, and we show that a more supportive social environment, improved health habits, and reduced stress levels likely play a critical role in mediating the beneficial effects of educational attainment on cognition among the elderly.
Hiring quality teachers that best meet localized needs to provide students with authentic learning opportunities is crucial to both school and student success. Despite the clear importance of teacher hiring, especially in the current teacher labor market, a review of literature that synthesizes the full body of teacher hiring literature has long been missing from the field. This integrative literature review of 71 empirical studies in an era of federal accountability (2001-2020) provides a full portrait of K-12 teacher hiring research. In so doing, we identify what is known while also unearthing the many knowledge gaps that exist due to factors such as sample and methodological limitations. As such, this review of the literature provides practitioners and policymakers with a number of guideposts to help them with hiring decisions. This review also shows how much more there is to learn and signals to researchers where and how they might build off of the current knowledge base.
This paper provides a longitudinal examination of teacher turnover across all publicly-funded, center-based early childhood sites in Louisiana. We follow 4,465 early educators teaching in fall 2016 up to seven times through the fall of 2019. We provide the first statewide estimates of within-year turnover in ECE, as well as the first statewide study tracking turnover rates in ECE over multiple years. We find high within-year turnover: about 10% of teachers observed in the fall are not teaching the following spring. We also show that over 60% of fall 2016 teachers are no longer teaching at the same site in fall 2019. Turnover is particularly high among child care teachers, teachers of toddlers, and new teachers.
Many prior studies have examined whether there are average differences in levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs); other studies have investigated which features of preparation predict graduates’ average levels of teaching effectiveness. This is the first study to examine whether there are average differences between TPPs in terms of graduates’ average growth, rather than levels, in teaching effectiveness, and to consider which features predict this growth. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in terms of both levels and growth in teaching effectiveness. We also find that different TPP features, including areas of endorsement, program type, clinical placement type and length, program size, and faculty composition explain part of these differences. Yet, the features that predict initial teaching effectiveness are not the same features that predict growth.
This study investigates whether a principal’s likelihood of hiring a teacher of color is sensitive to the racial composition of students in the school. We used an administrative dataset from Texas including 59,157 principal observations and 662,997 teacher observations spanning 2000 to 2017 in order to consider whether or not the disappearing diversity from a majority white school is a factor in principals’ decisions to hire teachers of color. We examined the hiring patterns of principals within schools where 50% of the students were white and compared the probability that a nonwhite teacher would be hired as the homogeneity of the student body increased (that is, as increasing proportions of the student body were white). We found that white principals were less likely to hire teachers of color as the proportion of white students approached 100%. This study provides initial evidence that teacher hires are not only sensitive to the principal’s race but also to the racial composition of the student body. Specifically, as the diversity of the student body disappears, so too does the principal’s likelihood of hiring a teacher of color.