Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee

被引：4

作者：

Kho, Adam ^{[1
]}

Henry, Gary T. ^{[2
,3
,4
]}

Pham, Lam D. ^{[5
]}

Zimmer, Ron ^{[6
]}

机构：

[1] Univ Southern Calif, Rossier Sch Educ, Educ Policy & Leadership, Los Angeles, CA 90007 USA

[2] Univ Delaware, Coll Educ & Human Dev, Newark, DE 19716 USA

[3] Univ Delaware, Sch Educ, Newark, DE 19716 USA

[4] Univ Delaware, Joseph R Biden Jr Sch Publ Policy & Adm, Newark, DE 19716 USA

[5] North Carolina State Univ, Coll Educ, Educ Evaluat & Policy Anal, Raleigh, NC USA

[6] Univ Kentucky, Martin Sch Publ Policy & Adm, Lexington, KY 40506 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2023年 / 45卷 / 02期

关键词：

achievement; at-risk students; educational policy; educational reform; equity; school; teacher effectiveness; econometric analysis; longitudinal studies; policy analysis; quasi-experimental analysis; regression analyses; secondary data analysis; HIGH-POVERTY SCHOOLS; STUDENT-ACHIEVEMENT; QUALITY; RETENTION; TURNOVER; BONUSES;

D O I：

10.3102/01623737221111807

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee's Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from -0.04 to -0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects.

引用

页码：268 / 284

页数：17

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