scholarly journals Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

2016 ◽  
Vol 39 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Melinda Adnot ◽  
Thomas Dee ◽  
Veronica Katz ◽  
James Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Teacher Turnover ◽  
School Quality ◽  
Poor Performance ◽  
Negative Effects ◽  
Policy Regime ◽  
Positive Effects ◽  
Quasi Experimental

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 years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation ( SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.

scholarly journals Measuring Investment in Education

1996 ◽  
Vol 10 (4) ◽  
pp. 9-30 ◽  
Author(s):  
Eric A Hanushek
Keyword(s):  
Human Capital ◽  
Student Achievement ◽  
Public Schools ◽  
Education Policy ◽  
Student Performance ◽  
School Quality ◽  
Policy Instruments ◽  
Economic Research ◽  
Performance Incentives ◽  
Education Resources

Historic debates about the measurement of capital are even more complicated in the case of education and human capital. As extensive research demonstrates, education resources are not consistently related to student performance in existing elementary and secondary schools. This inefficiency in public schools implies that spending and resource measures do not accurately capture variations in school quality. This finding then has clear implications for both education policy and economic research. Because school inputs are poor policy instruments, an alternative policy focus that appears much more productive is performance incentives related to student achievement.

scholarly journals Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina

2021 ◽  
Vol 43 (2) ◽  
pp. 280-304 ◽  
Author(s):  
Steven W. Hemelt ◽  
Helen F. Ladd ◽  
Calen R. Clifton
Keyword(s):  
North Carolina ◽  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Effective Means ◽  
School Funding ◽  
Cost Effective ◽  
School Students ◽  
Teacher Assistants ◽  
Positive Effects

This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants. Using panel data from North Carolina, we exploit the state’s unique system of financing its local public schools to identify the causal effects of teacher assistants, controlling for other staff, on measures of student achievement. We find consistent evidence of positive effects of teacher assistants, an understudied staffing category, on student performance in reading and math. We also find larger positive effects of teacher assistants on achievement outcomes for students of color and students in high-poverty schools than for White students and students in more affluent schools. We conclude that teacher assistants are a cost-effective means of raising student achievement, especially in reading.

Do charter schools alleviate the negative effect of teacher turnover?

2018 ◽  
Vol 33 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Karlerik Naslund ◽  
Branco Ponomariov
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
School Districts ◽  
Charter Schools ◽  
Teacher Turnover ◽  
Public School Districts ◽  
Theory And Practice ◽  
Labor Practices ◽  
Negative Effect ◽  
Using Data

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools

2020 ◽  
Vol 49 (3) ◽  
pp. 161-175 ◽  
Author(s):  
Brian R. Fitzpatrick ◽  
Mark Berends ◽  
Joseph J. Ferrare ◽  
R. Joseph Waddington
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
English Language ◽  
The United States ◽  
Significant Heterogeneity ◽  
Negative Effects ◽  
Classroom Characteristics ◽  
Brick And Mortar ◽  
Virtual Charter Schools

As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impacts. We found that students who switched to virtual charter schools experienced large, negative effects on mathematics and English/language arts achievement that persisted over time and that these effects could not be explained by observed teacher or classroom characteristics.

The Competitive Effects of School Choice on Student Achievement: A Systematic Review

2019 ◽  
pp. 089590481987475 ◽  
Author(s):  
Huriya Jabbar ◽  
Carlton J. Fong ◽  
Emily Germain ◽  
Dongmei Li ◽  
Joanna Sanchez ◽  
...  
Keyword(s):  
Systematic Review ◽  
Student Achievement ◽  
School Choice ◽  
School Quality ◽  
Meta Analysis ◽  
Empirical Literature ◽  
Competitive Effects ◽  
School Competition ◽  
Positive Effects ◽  
State And Local

School-choice policies are expected to generate healthy competition between schools, leading to improvements in school quality and better outcomes for students. However, the empirical literature testing this assumption yields mixed findings. This systematic review and meta-analysis tests this theory by synthesizing the empirical literature on the competitive effects of school choice on student achievement. Overall, we found small positive effects of competition on student achievement. We also found some evidence that the type of school-choice policy and student demographics moderated the effects of competition on student achievement. By examining whether school competition improves outcomes, our findings can inform decisions of state and local policymakers who have adopted or are considering adopting school-choice reforms.

scholarly journals Pengaruh Motivasi dan Kecemasan Belajar Matematika Terhadap Kesadaran Metakognisi dan Kaitannya dengan Hasil Belajar Matematika

2021 ◽  
Vol 1 (1) ◽  
pp. 81-89
Author(s):  
Manggala Wihasta Jagat Wicaksana ◽  
Baidowi Baidowi ◽  
Eka Kurniawan ◽  
Muhammad Turmuzi
Keyword(s):  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Learning Motivation ◽  
Validity And Reliability ◽  
Negative Effects ◽  
Positive Effects ◽  
Learning Anxiety ◽  
Quasi Experimental ◽  
Academic Year

This study aims to find out the effect of motivation, anxiety of mathematic’s learning and metacognition awareness to students’ mathematic’s learning outcomes of class XI IPA SMA Negeri 1 Kuripan academic year 2019/2020. The type of this research were quasi-experimental. Determination of the sample used saturation sampling by selected the entire population as a sample, namely class XI IPA. The instrument were questionnaire of motivation, anxiety and metacognition awareness were first tested for validity and reliability in class XII IPA 1 and XII IPA 2. Before a simple linear regression analysis and t-test were performed, the data that had been obtained were first subjected to a prerequisite test. A prerequisite test was normality, homogenity and linearity tests. Based on the results of data analysis used inferential statistical techniques, it can be concluded that, there was a positive effects of mathematic’s learning motivation to metacognition awareness, mathematic’s learning motivation to students’ mathematic’s learning outcomes, metacognition awareness to student mathematic’s learning outcomes, and there was negative effects (r=-0,065) of mathematic’s learning anxiety to students’ mathematic’s learning outcomes.

The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan

2021 ◽  
pp. 1-43
Author(s):  
Kaitlin P. Anderson ◽  
Joshua M. Cowen ◽  
Katharine O. Strunk
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Collective Bargaining ◽  
Student Performance ◽  
State Legislature ◽  
Collective Bargaining Agreement ◽  
Teacher Labor Market ◽  
Laws And Policies ◽  
Teacher Contracts ◽  
The Impact

Abstract Over the past decade, many states enacted substantial reforms to teacher-related laws and policies. In Michigan, the state legislature implemented requirements for teacher evaluation based partly on student achievement, reduced tenure protections, and restricted the scope of teacher collective bargaining. Some teacher advocates view such reform as a “war on teachers,” but proponents argue these policies may have enabled personnel decisions that positively impact student performance. Evidence on this debate remains limited. In this study, we use detailed administrative data from all Michigan traditional public schools from 2005-06 to 2014-15. We estimate event study models exploiting the plausibly exogenous timing of collective bargaining agreement expirations. Across a variety of samples and specification checks, we find these reforms had generally null results, with some evidence of heterogeneity by cohort. We investigate several possible mechanisms and conclude that districts with more restrictive teacher contracts prior to reform and districts with more rigorous use of teacher evaluations experienced more positive impacts after reform exposure.

The Causal Effect of Federal Work-Study Participation

2011 ◽  
Vol 33 (4) ◽  
pp. 506-527 ◽  
Author(s):  
Judith Scott-Clayton
Keyword(s):  
Instrumental Variables ◽  
Causal Effect ◽  
Causal Effects ◽  
Work Study ◽  
Study Participation ◽  
Negative Effects ◽  
Full Sample ◽  
Positive Effects ◽  
Quasi Experimental ◽  
Student Employees

Since 1964, the Federal Work-Study (FWS) program has provided funds to subsidize the wages of student employees, but it has never been studied directly. I use an instrumental variables difference-in-difference framework with administrative data from West Virginia to identify causal effects, comparing eligible and ineligible students across institutions with higher and lower FWS availability and using differences in FWS availability to instrument for actual FWS participation. I find no evidence that FWS participation improves academic outcomes for the full sample, but this masks significant negative effects for women and some significant positive effects for men. Although results should be interpreted cautiously given limitations of the sample, they represent the first direct, quasi-experimental evidence regarding the effect of the program.

scholarly journals Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students

2021 ◽  
Author(s):  
Peter Oyier Ogweno ◽  
Nephat J. Kathuri ◽  
Agnes Oywaya
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Poor Performance ◽  
Target Population ◽  
Analysis Of Covariance ◽  
Control Group ◽  
National Examination ◽  
Significant Difference ◽  
Quasi Experimental

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students’ achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students’ achievement in agriculture compared with LTM. The PBL method significantly (p<.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.

scholarly journals Pengaruh Probability Of Audit Dan Gender Terhadap Perilaku Penggelapan Pajak

2020 ◽  
Vol 2 (4) ◽  
pp. 3771-3792
Author(s):  
Rafiko Ramadhan ◽  
Herlina Helmy
Keyword(s):  
Tax Evasion ◽  
Repeated Measures ◽  
Poor Performance ◽  
External Factors ◽  
Negative Effects ◽  
Internal Factors ◽  
Quasi Experimental ◽  
And Gender ◽  
Tax Research ◽  
Evasion Behavior

Tax evasion behavior will have an impact on the poor performance of taxation which can affect the government's ability to provide public services. It is important to identify the causes of tax evasion behavior in order to adopt a policy and reduce the negative effects of this phenomenon. Broadly speaking, there are two approaches to explain the factors that influence taxpayer behavior on compliance and tax evasion, namely the economic approach (external factors) and the socio-psychological approach (internal factors). This study used a quasi-experimental design with a 2x2 mixed factor design to test the effect of probability of audit (external factors) and gender (internal factors) on tax evasion behavior. The hypothesis in this study was tested using repeated measures ANOVA. The results of this study indicate that subjects in a low probability of audit condition tend to commit tax evasion. The results of this study also found that there was a gender influence on tax evasion behavior, where men were more likely to commit tax evasion than women. Furthermore, the results of this study found that there was an influence of the interaction between probability of audit and gender on tax evasion. This study contributes to the accounting and taxation literature, especially in the use of experimental methods which are still small in tax research

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