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Educator preparation, professional development, performance and evaluation
We study teachers’ choices about how to allocate class time across different instructional activities, for example, lecturing, open discussion, or individual practice. Our data come from secondary schools in England, specifically classes preceding GCSE exams. Students score higher in math when their teacher devotes more class time to individual practice and assessment. In contrast, students score higher in English if there is more discussion and work with classmates. Class time allocation predicts test scores separate from the quality of the teacher’s instruction during the activities. These results suggest opportunities to improve student achievement without changes in teachers’ skills.
When an employee expects repeated evaluation and performance incentives over time, the potential future rewards create an incentive to invest in building relevant skills. Because new skills benefit job performance, the effects of an evaluation program can persist after the rewards end or even anticipate the start of rewards. I test for persistence and anticipation effects, along with more conventional predictions, using a quasi-experiment in Tennessee schools. Performance improves with new evaluation measures, but gains are larger when the teacher expects future rewards linked to future scores. Performance rises further when incentives start and remains higher even after incentives end.
We examine the state of the U.S. K-12 teaching profession over the last half century by compiling nationally representative time-series data on four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction. We find a consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years. We identify and explore a range of factors that might explain these historical patterns including education funding, teacher pay, outside opportunities, unionism, barriers to entry, working conditions, accountability, autonomy, and school shootings.
We develop a unifying conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then generate and test hypotheses about geographic, grade level, and subject variation in teacher shortages using data on teaching vacancies in Tennessee during the fall of 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.
An increasing share of new teachers enter the profession through alternative certification programs. While these programs increase teacher supply in areas facing critical shortages, they also increase instability in local teacher labor markets via high teacher turnover. A fundamental question is what effect these programs have on student achievement over the long run. To address this question, I study Teach For America (TFA) teachers working in New York City (NYC) between 2012 and 2019. This research brief reports on three key findings. First, I document five-year cumulative retention rates and find that, as expected, retention is lower for TFA teachers (25%) than for other NYC teachers working in similar schools (43%). Second, I estimate within-teacher returns to experience using a teacher fixed effects strategy and find that TFA teachers who continue teaching through year five improve at double the rate of the average NYC teacher. Third, I model the joint relationship between turnover and performance over time and find that the TFA performance advantage is large enough to offset turnover costs. I conclude that the net effect of TFA hiring on student achievement is positive in the short and long run.
We examine the labor supply decisions of substitute teachers – a large, on-demand market with broad shortages and inequitable supply. In 2018, Chicago Public Schools implemented a targeted bonus program designed to reduce unfilled teacher absences in largely segregated Black schools with historically low substitute coverage rates. Using a regression discontinuity design, we find that incentive pay substantially improved coverage equity and raised student achievement. Changes in labor supply were concentrated among Black and Hispanic substitutes from nearby neighborhoods with experience in incentive schools. Wage elasticity estimates suggest incentives would need to be 50% of daily wages to close fill-rate gaps.
Districts nationwide have revised their educator evaluation systems, increasing the frequency with which administrators observe and evaluate teacher instruction. Yet, limited insight exists on the role of evaluator feedback for instructional improvement. Relying on unique observation-level data, we examine the alignment between evaluator and teacher assessments of teacher instruction and the potential consequences for teacher productivity and mobility. We show that teachers and evaluators typically rate teacher performance similarly during classroom observations, but with significant variability in teacher-evaluator ratings. While teacher performance improves across multiple classroom observations, evaluator ratings likely overstate productivity improvements among the lowest-performing teachers. Evaluators, but not teachers, systematically rate teacher performance lower in classrooms serving higher concentrations of economically disadvantaged students. And while teacher performance improves when evaluators provide more critical feedback about teacher instruction, teachers receiving critical feedback may seek alternative teaching assignments in schools with less critical evaluation settings. We discuss the implications of these findings for the design, implementation and impact of educator evaluation systems.
Teachers affect a wide range of students’ educational and social outcomes, but how they contribute to students’ involvement in school discipline is less understood. We estimate the impact of teacher demographics and other observed qualifications on students’ likelihood of receiving a disciplinary referral. Using data that track all disciplinary referrals and the identity of both the referred and referring individuals from a large and diverse urban school district in California, we find students are about 0.2 to 0.5 percentage points (7% to 18%) less likely to receive a disciplinary referral from teachers of the same race or gender than from teachers of different demographic backgrounds. Students are also less likely to be referred by more experienced teachers and by teachers who hold either an English language learners or special education credential. These results are mostly driven by referrals for defiance and violence infractions, Black and Hispanic male students, and middle school students. While it is unclear whether these findings are due to variation in teachers’ effects on actual student behavior, variation in teachers’ proclivities to make disciplinary referrals, or a combination of the two, these results nonetheless suggest that teachers play a central role in the prevalence of, and inequities in, office referrals and subsequent student discipline.
The distribution of teaching effectiveness across schools is fundamental to understanding how schools can address disparities in educational outcomes. Research and policy have recognized the importance of teaching effectiveness for decades. Five stylized facts predict that teachers should be differentially allocated across schools such that poor, Black and Hispanic students are taught by less qualified and less effective teachers. Yet, research is unclear whether these predictions have empirical support. Our purpose is to better understand whether there are meaningful differences in teacher effectiveness among schools. We find that poor, Black and Hispanic students are more likely to be taught by novice teachers when they live in more segregated MSAs. Moreover, the geographic nature of segregation varies across MSAs. Differentiating segregation within urban districts and segregation between urban districts and outlying districts in the same MSAs is essential to understanding poor students’ exposure to novice teachers and policies that address these disparities. We find that poor, Black and Hispanic students are 50 percent more likely to be exposed to at least one novice teacher during elementary school compared to their more affluent white peers. These results raise questions regarding the enforcement of ESSA’s requirements on the distribution of teacher qualifications and quality.
States increasingly require prospective teachers to pass exams for program completion and initial licensure, including the recent controversial roll-out of the educative Teacher Performance Assessment (edTPA). We leverage the quasi-experimental setting of different adoption timing by states and analyze multiple data sources containing a national sample of prospective teachers and students of new teachers in the US. With extensive controls of concurrent policies, we find that the edTPA reduced prospective teachers in traditional route programs, less-selective and minority-concentrated universities. Contrary to the policy intention, we do not find evidence that edTPA increased student test scores.