The effect of school closings on teacher labor market outcomes and teacher effectiveness

2020 ◽  
pp. 1-55
Author(s):  
Andrew J. Hill ◽  
Daniel B. Jones
Keyword(s):  
Labor Market ◽  
Elementary School Teachers ◽  
Teacher Effectiveness ◽  
Value Added ◽  
Black Teachers ◽  
Market Outcomes ◽  
Teacher Labor Market ◽  
School Closings ◽  
School Closing ◽  
Propensity To Leave

School closings displace thousands of teachers in the U.S. every year. This paper explores how elementary school teachers in North Carolina respond to this labor market shock. After documenting that declining enrollment is a key driver of school closings in our study, we find that while most displaced teachers move to new schools in the same district, a considerable share leave public education altogether. We find that the increase in the propensity to leave teaching is largest for experienced teachers. It is also marginally larger for the highest and lowest value-added teachers compared to teachers in the middle of the value-added distribution, and, strikingly, twice as large for black teachers than white teachers even from the same closing school. Moving schools after a school closing has no impact on teacher effectiveness as measured by value-added. Although the primary goal of school closings is typically to move students out of declining or failing schools, school closings also affect the overall distributions of important teacher characteristics such as experience, race, and effectiveness in raising test scores.

scholarly journals The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas

AERA Open ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 233285842092283
Author(s):  
Meredith P. Richards ◽  
Kori J. Stroub ◽  
Sarah Guthery
Keyword(s):  
Labor Market ◽  
School Districts ◽  
Labor Market Outcomes ◽  
Black Teachers ◽  
Market Outcomes ◽  
School Closures ◽  
Data Set ◽  
Teacher Labor Market ◽  
Urban Public School ◽  
Push Out

Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.

Reforming Again: Now Teachers

2014 ◽  
Vol 116 (1) ◽  
pp. 1-15
Author(s):  
Ronald W. Marx
Keyword(s):  
Labor Market ◽  
Teacher Evaluation ◽  
Reliability And Validity ◽  
Value Added ◽  
Social Institutions ◽  
Special Issue ◽  
High Stakes ◽  
Teacher Labor Market ◽  
Teachers College ◽  
Teacher Labor

Background Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the creation of state laws and regulations that require high-stakes evaluation, often using value-added models or related approaches to measuring growth in student learning. Purpose This article discusses the papers in this special issue of Teachers College Record, drawing implications for teacher evaluation practice and policy, along with possible changes in the demand for teacher education and the teacher labor market. Conclusions The articles in this special issue of Teachers College Record address the use of emerging high-stakes teacher evaluation regulations and draw implications for policy and practice. All papers address limitations in the reliability and validity of these systems and the impacts that such shortcoming might have on teachers and students. In addition, there could be major impacts on the teacher labor market with implications for the sustained effectiveness of America's schools.

scholarly journals Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

2017 ◽  
Vol 87 (1) ◽  
pp. 26-49 ◽  
Author(s):  
Diana D'amico ◽  
Robert J. Pawlewicz ◽  
Penelope M. Earley ◽  
Adam P. McGeehan
Keyword(s):  
Labor Market ◽  
Public School ◽  
Black Teachers ◽  
Problem Definition ◽  
Hiring Decisions ◽  
Data Set ◽  
Teacher Labor Market ◽  
Policy Makers ◽  
Teaching Positions ◽  
Teacher Labor

In this article, Diana D'Amico, Robert J. Pawlewicz, Penelope M. Earley, and Adam P. McGeehan examine the racial composition of one public school district's teacher labor market through teacher application data and subsequent hiring decisions. Researchers and policy makers have long noted the lack of racial diversity among the nation's public school teachers and identified supply as the root cause. Using a historical framework and problem definition theory, the authors question this supposition and explore the issue as a function of demand. Investigating a unique data set comprising all of the applications for teaching positions in a single, large school district, they analyze the extent to which race is associated with principals' hiring decisions. They explore the rates at which Black and White candidates apply for teaching positions and compare those to the rates at which they are hired and the school demographics in which they are placed. Through a logistic regression analysis, the authors present evidence of discrimination in teacher hiring. Ceteris paribus, Black applicants were significantly less likely than their White counterparts to receive a job offer. Further, they find evidence of workforce segregation: when hired, Black teachers were significantly more likely to be placed in schools with large populations of children of color and children in poverty or schools characterized as struggling. The authors call for researchers, policy makers, and school leaders at the district and building levels to examine hiring practices, which may be symptomatic of broader institutional biases, so that they may identify and eliminate inherent prejudices.

Teacher Labor Market (Bursa Tenaga Kerja Guru): Kajian Teknologi Pendidikan

2018 ◽  
Vol 1 ◽  
Author(s):  
Baharuddin Baharuddin ◽  
St. Rajiah Rusydi
Keyword(s):  
Labor Market ◽  
Teacher Labor Market ◽  
Teacher Labor

Tujuan artikel ini upaya meningkatkan kemampuan guru dalam menguasai berbagai kompetensi, sehingga dapat menjalankan tugas dan kewajibannya secara profesional. Sertifikasi guru merupakan modal dasar bagi guru untuk mengembangkan profesinya secara terus-menerus sepanjang kariernya sebagai guru, yang pada gilirannya memberikan kontribusi bagi terwujudnya pendidikan yang bermutu. Melihat konsep tenaga kerja guru menjelaskan bahwa keefektifan guru digunakan untuk merujuk pada hasil kerja yang dicapai guru atau sejumlah kemajuan yang diraih siswa dalam rangka pencapaian tujuan-tujuan khusus pendidikan. Artikel ditulis dengan kajian literatur dengan hasil mengindentifikasi bagaimana luasnya variasi faktor-faktor permintaan dan penyaluran yang berdampak pada komposisi dan distribusi kekuatan kerja para tenaga pengajar sebagaimana halnya para guru; atribut guru dan berbagai kebijakan kemampuan kerja guru yang berdampak pada para lulusan, secara umum.

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