How Teacher Turnover Harms Student Achievement

Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th and 5th grade student observations over 5 years. The results indicate that students in grade-levels with higher turnover score lower in both ELA and math and that this effect is particularly strong in schools with more low-performing and black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the composition in teacher quality.

The Role of Teacher Quality in Retention and Hiring: Using Applications-to-Transfer to Uncover Preferences of Teachers and Schools

Many large urban school districts are rethinking their personnel management strategies, often giving increased control to schools in the hiring of teachers, reducing, for example, the importance of seniority. If school hiring authorities are able to make good decisions about whom to hire, these reforms have the potential to benefit schools and students. Prior research on teacher transfers uses career history data, identifying the school in which a teacher teaches in each year. When this data is used to see which teachers transfer, it is unclear the extent to which the patterns are driven by teacher preferences or school preferences, since the matching of teachers to schools is a two-sided choice. This study uses applications-to-transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teacher from school preferences. Holding all else equal, we find that teachers with better pre-service qualifications (certification exam scores; college competitiveness) are more likely to apply for transfer, while teachers whose students demonstrate higher achievement growth are less likely. On the other hand, schools prefer to hire “higher quality” teachers across measures that signal quality. The results suggest not only that more effective teachers prefer to stay in their school, but that when given the opportunity schools are able to identify and hire the best candidates.

[Photograph 2012.201.B1172.0431]

Photograph used for a story in the Daily Oklahoman newspaper. Caption: "In the wedding party were Peter Shumway; Beth Shumway, the bride's sister, and Paul Whalen, below.