Institutional Affiliation: University of Virginia
|Teacher Turnover, Teacher Quality, and Student Achievement in DCPS|
with , , : w21922
In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects o...
Published: Melinda Adnot & Thomas Dee & Veronica Katz & James Wyckoff, 2017. "Teacher Turnover, Teacher Quality, and Student Achievement in DCPS," Educational Evaluation and Policy Analysis, vol 39(1), pages 54-76.