The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?

2012 ◽  
Vol 114 (12) ◽  
pp. 1-29 ◽  
Author(s):  
Mimi Engel
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Fixed Effects ◽  
Master's Degree ◽  
Teacher Qualifications ◽  
Urban Districts ◽  
School Year ◽  
Master’S Degree ◽  
The Relationship ◽  
New Hires

Background Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master's degree, and selectivity of undergraduate institution. Research Design Nationally representative cross-sectional data collected by the National Center for Education Statistics are used. Data Analysis The study uses data on school districts, public schools, and teachers from the 1999–2000 Schools and Staffing Survey. Secondary data are analyzed using multiple regression, including labor market fixed effects, to estimate the relationship between the timing of teacher hires and teacher qualifications. Results On average, districts hire 45% of their new teachers late—during the second half of summer and once the school year has already begun. Late hiring is more pervasive in urban and low-socioeconomic-status districts where over half of new hires take place during this late period. In urban districts, fully one fifth of new hires are made once the school year has already begun. The proportion of teachers hired late, however, does not predict the Barron's ratings of teachers’ undergraduate institutions, certification, or master's degree. Conclusions Although descriptive results indicate that late hiring is pervasive and more pronounced in urban districts, analyses do not provide evidence supporting the notion that earlier hiring is associated with hiring better credentialed teachers. Despite these null results, it is important to remember that late hires are still likely to cause problems for students, as well as for teachers, schools, and districts.

Teach for America Placement and Teacher Vacancies: Evidence from the Mississippi Delta

2017 ◽  
Vol 119 (2) ◽  
pp. 1-24 ◽  
Author(s):  
F. Chris Curran
Keyword(s):  
School District ◽  
School Districts ◽  
Fixed Effects ◽  
Mississippi Delta ◽  
Subject Area ◽  
The State ◽  
Teach For America ◽  
The Impact ◽  
The Relationship ◽  
Teacher Labor

Background/Context Teach for America (TFA) represents an influential yet controversial preparation route for new teachers. In recent years, TFA has received criticism from traditionally trained teachers and schools of education on the basis that they are crowding out or taking positions away from non-TFA teachers. Despite this criticism, research on TFA has tended to focus on its impact on student outcomes rather than on its implications for teacher labor markets. Research Questions This study explores the relationship between TFA placement in school districts in the Mississippi Delta and district advertised vacancies to provide the first evidence on the impact of TFA on teacher labor market outcomes. The questions addressed include the following: What is the relationship between TFA presence in a Mississippi school district and the number of district vacancies advertised through the state board of education? Do these relationships vary by characteristics of the vacancy such as grade level or subject area? Setting This study uses data on school districts in the state of Mississippi for an 11-year period from 2001 through 2011. Research Design This study utilizes two primary analytic strategies. The first encompasses school district and year fixed effects with a series of time-varying control variables to identify the impact of TFA placement off changes in the use of TFA by districts over time. The second approach capitalizes on an abrupt increase in the presence of TFA in Mississippi starting in 2009 by using a difference-in-differences design. A series of robustness and sensitivity checks are also included. Findings/Results The results indicate that the presence of TFA in a district predicts approximately 11 fewer advertised vacancies per year per district and that each additional TFA teacher placed in a district predicts approximately one less advertised vacancy. Conclusions/Recommendations The results indicate that in the Mississippi Delta, TFA appears to be filling teacher vacancies. This suggests that the continued use of TFA by districts may be a viable solution to addressing teacher shortages.

Tapping the Principal Pipeline

2011 ◽  
Vol 47 (5) ◽  
pp. 695-727 ◽  
Author(s):  
Jeannie Myung ◽  
Susanna Loeb ◽  
Eileen Horng
Keyword(s):  
Public Schools ◽  
Fixed Effects ◽  
School Leaders ◽  
Leadership Competencies ◽  
Management Plan ◽  
School Level ◽  
Dade County ◽  
Leadership Potential ◽  
Principal Candidates ◽  
School Year

Purpose: In light of the difficulty many districts face finding quality principal candidates, this article explores an informal recruitment mechanism of teachers to become principals, which the authors call tapping. The authors assess the extent to which current teachers are being approached by school leaders to consider leadership and whether this tapping prompts these teachers to consider pursuing leadership positions. Research Design: This study uses survey and administrative data on teachers and principals from the Miami-Dade County Public Schools from the 2007–2008 school year. The authors describe the extent to which principals tap teachers to become school leaders. They use multiple regression with and without school fixed effects to model which teachers are most likely to be tapped and which principals are most likely to tap teachers. They also estimate the extent to which tapping is effective at motivating teachers to become school leaders. Findings: A vast majority of principals report having been tapped by their own principal when they were teachers. The authors find that principals tend to tap teachers who feel better equipped to take on the principalship and who have more school-level leadership experience, but they also disproportionately tap teachers who are male and share their ethnicity. Conclusions: The findings provide evidence that principals are capable of effectively identifying and encouraging teachers with strong leadership potential to enter the principal pipeline, although additional training and a succession management plan may help ensure that teachers are selected based on clear leadership competencies.

scholarly journals Problemy i potrzeby uczniów klas IV szkoły podstawowej w relacjach z rówieśnikami

2020 ◽  
pp. 57-84
Author(s):  
Maria Deptuła ◽  
Anna Borucka
Keyword(s):  
Public Schools ◽  
Psychosocial Development ◽  
School Environment ◽  
School Year ◽  
Open Questions ◽  
The Social ◽  
Questionnaire Surveys ◽  
The Relationship ◽  
Desirable Behavior

Deptuła Maria, Borucka Anna, Problemy i potrzeby uczniów klas IV szkoły podstawowej w relacjach z rówieśnikami [Problems and Needs of 4th Grade Students in their Relations with Peers]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 57-84. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.4The aim of the paper is to present the results of longitudinal questionnaire surveys carried out amongstudents of the 4th grade on their problems and needs in relations with peers. Method: Students from 17 classes from all IV grades existing in the 2017/2018 school year in public schools in Bydgoszcz took part in the study. An anonymous questionnaire containing 21 closed-end questions and open questions regarding the relationship with peers and teachers was used. Results: The qualitative analysis was used to distinguish categories of students’ statements, whichreferred to individual experiences related to (1) functioning among peers and (2) the social climate ofthe school.Quantitative analyses did not show any correlation between student statements and variables relatedto the school environment. In contrast, there was a correlation between the frequency of statementsabout changes in the class and the wishes related to the desirable behavior towards the respondentand the quality of the conditions of psychosocial development in relation with peers.

scholarly journals The Book With No Pictures by B. J. Novak

2015 ◽  
Vol 4 (4) ◽  
Author(s):  
Shaylyn Buchanan
Keyword(s):  
New York ◽  
Public Schools ◽  
Elementary Education ◽  
Master's Degree ◽  
Thought Process ◽  
Young Readers ◽  
Master’S Degree

Novak, B. J. The Book With No Pictures.  New York: Dial Books for Young Readers-Penguin Group, 2014. Print.As the title suggests, this book has no pictures, only words. It all seems very serious, and quite dull. Except there’s a rule about reading books, a rule that the reader might not be aware of.“Everything the words say, the person reading the book has to say.No matter what.That’s the deal.That’s the rule.”This means that the person reading the book has to read all the words, even if it’s a song about eating bugs off the rug or proclaiming out loud that your only friend in the whole wide world is a hippo named BOO BOO BUTT. As you read this book your children’s faces will light up with glee as you, the grown-up, bound by the rules of the book, are forced to sing nonsensical songs and spout funny confessions in silly voices page after page.One of the best features of this book is the use of font. While there are no images, the text decorates the pages with giant colourful words. The read-out-loud thought process of the disgruntled reader is written in small black font, while the songs and nonsensical words are highlighted in colours and exciting lettering. This text differentiation could allow pre-readers to recognize their favourite parts and join in the reading.A metafictive gem, The Book With No Pictures, is an absolute delight for both reader and child and is a must have book for any children’s collection.Highly Recommended: 4 out of 4 starsReviewer: Shaylyn BuchananShaylyn Buchanan is a teacher with Edmonton Public Schools. She is working to complete her master’s degree in Elementary Education and currently teaches music and kindergarten.

scholarly journals Are Teacher Absences Worth Worrying About in the United States?

2009 ◽  
Vol 4 (2) ◽  
pp. 115-149 ◽  
Author(s):  
Charles T. Clotfelter ◽  
Helen F. Ladd ◽  
Jacob L. Vigdor
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Low Income ◽  
Fixed Effects ◽  
The United States ◽  
Elementary Grades ◽  
School Year ◽  
Teacher Absences ◽  
The Impact ◽  
Income Quartile

Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools as well as the impact of a policy designed to reduce absences. The incidence of teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced price lunches, teachers in the lowest income quartile average almost one extra sick day per school year than teachers in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. Finally, we present evidence that the demand for discretionary absences is price elastic. Our estimates suggest that a policy intervention that simultaneously raises teacher base salaries and broadens financial penalties for absences could both raise teachers' expected incomes and lower districts' expected costs.

Showing Up: Disparities in Chronic Absenteeism between Students with and without Disabilities in Traditional Public Schools

2019 ◽  
Vol 121 (8) ◽  
pp. 1-34
Author(s):  
Michael A. Gottfried ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Bryant Hopkins
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Limited English Proficiency ◽  
Fixed Effects ◽  
School Attendance ◽  
Traditional Schools ◽  
Foreign Born ◽  
Chronic Absenteeism ◽  
School Year ◽  
Urban School Systems

Background While chronic absenteeism hurts all students, one particularly vulnerable group, students with disabilities (SWDs), has received little attention in research or policy. Particularly troubling is the dearth of research into the patterns of absences for SWDs and GENs who attend school together in urban school systems, given relatively higher absenteeism when compared to suburban and rural districts. Research Questions First, how do rates of chronic absenteeism compare between SWDs and students without disabilities (GENs) attending the same schools (hereafter traditional schools)? Second, are there differences between SWDs who are educated in “GEN-majority” classrooms and those educated in “SWD-majority” classrooms? Finally, do these patterns differ for students with different disabilities? Subjects Our study consists of GENs and SWDs in grades 1–6 who attended a traditional NYC public school between 2006 and 2012. Our sample includes 653,736 students across 37,867 classrooms, and 1,148 public elementary schools. Measures include race/ethnicity, gender, age, foreign-born status, limited English proficiency, free/reduced price lunch eligibility, grade level, classroom ID, school ID, the number of days each student was absent, and the total number of school days each student was registered in the district. For SWDs, the data include indicators for the thirteen disability classifications defined under IDEA and a primary assigned special education setting. Research Design We begin with a baseline model, where being chronically absent (i.e., missing 10% or more of the school year) is regressed on an indicator for being a SWD, controlling for grade and year. We build on this model by first including demographic control variables, then school fixed effects, and finally classroom fixed effects. We then explore this model for differences by type of classroom setting as well as by type of disability. Findings Chronic absenteeism is considerably higher for SWDs than GENs in traditional schools, and there is important heterogeneity by disability classifications. Specifically, students with emotional disturbances exhibit extremely high rates of chronic absenteeism and the largest group of SWDs, students with learning disabilities, have quite high rates as well. Further, SWDs in GEN-majority classrooms are less likely to be chronically absent than those in SWD-majority classrooms, again with variation by disability. Conclusions As the nationwide trend of providing SWDs with more education in GEN-majority classrooms continues to press forward, our study shows that increasingly GEN-majority settings are associated with fewer absences for SWDs. And while school attendance, among other non-achievement outcomes, are not the primary focus of IDEA, our findings point to how some school settings might be beneficial to some but put others at risk.

Do Dollars Make a Difference? The Relationship between Expenditures and Test Scores in Pennsylvania's Public Schools

2000 ◽  
Vol 44 (1) ◽  
pp. 81-87
Author(s):  
Jonathan Klick
Keyword(s):  
Public Schools ◽  
School Districts ◽  
High School Graduates ◽  
The United States ◽  
Organizational Characteristics ◽  
Entry Level ◽  
The Past ◽  
Economic Background ◽  
The Relationship

For the past three decades it has been evident that the quality of public schools in the United States has been on the decline. Whether measured empirically against the systems of other countries or judged anecdotally by employers who believe today's high school graduates do not have the skills requisite for even entry-level work, it becomes clear there is something wrong with the current public school system. The education establishment claims the problem is a lack of funding, while many tax payer groups claim more money is not the answer. This study uses data from each of Pennsylvania's 501 school districts to look at the relationship between funding and achievement while controlling for the economic background of each school's student population, as well as other organizational characteristics.

scholarly journals Gestão Democrática: A importância da Democracia na busca por uma Educação melhor na Escola Pública / Democratic Management: The importance of Democracy in the search for better Education in Public Schools

2021 ◽  
Vol 15 (57) ◽  
pp. 616-627
Author(s):  
Maria Natália Barboza Santos ◽  
Maria do Socorro Cordeiro de Sousa ◽  
Fernanda Jaylane Da Silva Viana
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Educational Process ◽  
Democratic Management ◽  
School Year ◽  
Theoretical Support ◽  
The Family ◽  
Political Project ◽  
The Relationship ◽  
General Community

Resumo: A presente pesquisa tem como objeto de análise a Gestão Democrática na escola pública, buscando assim compreender como se dá esse processo. Toda escola é regida por um gestor, que ocupa um papel primordial no que tange a sua organização, principalmente na questão pedagógica. Todavia, o conceito de Gestão Democrática implica exatamente na divisão dessa responsabilidade entre todos os componentes do recinto escolar. Desta forma, a escolha deste tema para escrita do trabalho parte de observações feitas durante a Residência Pedagógica na escola Dr Severino Alves de Sá, tendo por objetivo analisar como se dá o processo de Gestão Democrática nas escolas e como essa forma de gestão implica em melhorias no ensino público. Entende-se por Gestão Democrática o ato de gerenciar uma escola através da participação de todos, evitando atribuir somente ao gestor a responsabilidade de nortear a instituição escolar, embora ele seja a figura de maior atuação, pois a ele cabe o gerenciamento da parta administrativa, financeira e pedagógica, além de ser um mediador na relação entre todos os membros da escola, a família e a comunidade geral. Dentro do ambiente escolar surge a necessidade de um documento que contenha os direitos e deveres de todos aqueles que compõem aquele espaço, devendo ser desenvolvido em conjunto com todos os envolvidos, ficando exposto em um lugar onde todos possam ter acesso. Esse documento é o Plano Político Pedagógico (PPP), que visa estabelecer as diretrizes que irão permear o ano letivo, e no contexto educacional. Assim, o presente estudo partiu do princípio disposto na legislação vigente, fundamentando-se através de ideias de diferentes estudiosos acerca do assunto, que defendem dentre outras coisas, sua aplicação como essencial para a melhoria do ensino nas escolas públicas. Para tanto, o aporte teórico adveio de Lima (2018), Paro (2006), Luck (2005, 2009), Gadotti (2004) e Souza (2018), dentre outros. Metodologicamente, a pesquisa é qualitativa de cunho bibliográfico. Assim, foi possível constatar que uma gestão democrática se faz através de ações que torne possível a divisão da responsabilidade do processo educativo entre o gestor e todos que compõe a escola, buscando assim uma educação de qualidade para todos, tendo como base o Art:206 e a LDB (Lei n. 9.394/96), além do Projeto Político Pedagógico, documento norteador das ações e decisões referente as instituições escolares. Palavras-chave: Escola Pública, Gestão Escolar, Projeto Político Pedagógico. Abstract: This research has as its object of analysis the Democratic Management in public schools, seeking to understand how this process takes place. Every school is governed by a manager, who plays a key role in terms of its organization, especially in terms of teaching. However, the concept of Democratic Management implies exactly the division of this responsibility among all the components of the school premises. Thus, the choice of this theme for the writing of the work is based on observations made during the Pedagogical Residency at the Dr Severino Alves de Sá school, aiming to analyze how the process of Democratic Management in schools takes place and how this form of management implies improvements in public education. Democratic Management is understood as the act of managing a school through the participation of all, avoiding assigning only the manager the responsibility of guiding the school institution, although he is the most active figure, as he is responsible for managing the administrative part, financial and pedagogical, in addition to being a mediator in the relationship between all members of the school, the family and the general community. Within the school environment, there is a need for a document that contains the rights and duties of all those who make up that space, which should be developed together with everyone involved, being exposed in a place where everyone can have access. This document is the Pedagogical Political Plan (PPP), which aims to establish the guidelines that will permeate the school year, and in the educational context. Thus, the present study started from the principle established in the current legislation, based on ideas from different scholars on the subject, who defend, among other things, its application as essential for the improvement of teaching in public schools. Therefore, the theoretical support came from Lima (2018), Paro (2006), Luck (2005, 2009), Gadotti (2004) and Souza (2018), among others. Methodologically, the research is qualitative and bibliographical in nature. Thus, it was possible to see that democratic management is done through actions that make it possible to divide the responsibility of the educational process between the manager and everyone who makes up the school, thus seeking quality education for all, based on Art:206 and the LDB (Law No. 9,394/96), in addition to the Pedagogical Political Project, a document that guides actions and decisions regarding school institutions. Keywords: Public School, School Management, Pedagogical Political Project.

The Ruling Israeli Elite and the Unilateral Withdrawal Plan from Gaza

2013 ◽  
Vol 12 (5-6) ◽  
pp. 570-589
Author(s):  
Saqer Jabali
Keyword(s):  
Military Service ◽  
Master's Degree ◽  
Economic Status ◽  
Doctoral Degree ◽  
The United States ◽  
Bachelor's Degree ◽  
The Political ◽  
Party Affiliation ◽  
Master’S Degree ◽  
The Relationship

Abstract This study analyzes, using the elite approach, the relationship between the Israeli ministerial elite and their adoption of a unilateral withdrawal plan from the Palestinian territories because the socio-economic constituents of this elite are so strong and influential that it affects the political conduct of its members. The study shows, through an analysis of the relationship between party affiliation and members’ adoption of the withdrawal plan, that all members of the Shinui Party and 85.7% of Kadima members supported the plan and that all the ministers from the National Religious Party, Yisrael Baaliah and Yisrael Beiteinu opposed it. The study also finds that the socio-economic status of the ministerial elite affects the members’ stand on the unilateral withdrawal plan: those who were seventy, sixty or fifty years old supported the plan while those who were forty opposed it. The study also shows that 56.3% of the ministers who were born in Israel supported the withdrawal plan and 80% of the members of the Israeli elite who lived in major cities ( Jerusalem, Tel Aviv and Haifa) approved the plan, while all members of the elite who lived in settlements rejected the plan completely. Furthermore the study shows that all those who practiced or worked in journalism and 75% of lawyers and managers had supported the Israeli unilateral withdrawal plan. With regard to the level of education, the study also shows that the highest percentage of supporters of the unilateral withdrawal plan among the members of the ministerial elite amounted to 75% among master’s degree holders, 66.7% among doctorate degree holders and 56.3% with a bachelor’s degree. On the other hand, the highest percentage of opponents amounted to 33% among doctoral degree holders, followed by bachelor’s degree 31.2% and then master’s degree by 25%. The percentage of the members of the educated ministerial elite who studied in Israel and voted for the plan was 56% while all members who studied in the United States backed the unilateral disengagement plan, while 66.7% of those who studied in foreign universities outside Israel agreed on that plan. This indicates that American universities promote the principles of coexistence in the region. With respect to the recruitment in the army or the political administrative system, about 95% of the ministerial elite had done military service and that about 68.4% of them supported the unilateral withdrawal plan.

Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study

2019 ◽  
pp. 004208591989374
Author(s):  
Olivia Osei-Twumasi ◽  
Bernardette J. Pinetta
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Black Students ◽  
White Teachers ◽  
Black Teachers ◽  
Urban School Districts ◽  
Classroom Assessment Scoring System ◽  
Using Data ◽  
The Relationship

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation’s public schools and the underrepresentation of Black teachers.

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