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EJ981019 - Effective Schools: Teacher Hiring, Assignment, Development, and Retention

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ERIC #:	EJ981019
Title:	Effective Schools: Teacher Hiring, Assignment, Development, and Retention
Authors:	Loeb, Susanna; Kalogrides, Demetra; Beteille, Tara
Descriptors:	Academic Achievement; Teacher Effectiveness; Outcomes of Education; Beginning Teachers; School Effectiveness; Educational Improvement; Correlation; Measurement Techniques; Educational Policy; Personnel Policy; School Policy; Teacher Selection; Teacher Placement; Teacher Recruitment; Teacher Persistence; Staff Development
Source:	Education Finance and Policy, v7 n3 p269-304 Sum 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Date:	2012-00-00
Pages:	36
Pub Types:	Journal Articles; Reports - Research
Abstract:	The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, more effective schools assign novice teachers to students in a more equitable fashion. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel and, perhaps, school personnel practices for improving student outcomes.
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1557-3060
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1162/EDFP_a_00068

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