Impact of Teacher Turnover on Student Performance

2021 ◽  
Vol 23 (6) ◽  
pp. 2563-2576
Author(s):  
Dongjin Oh
Keyword(s):  
Student Performance ◽  
Teacher Turnover

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 From Burdens To Benefits: The Societal Impact Of PDL-Enriched, Efficacy-Enhanced Educators

2016 ◽  
Vol 12 (2) ◽  
pp. 77-86
Author(s):  
Steven H. Shaha ◽  
Kelly F. Glassett ◽  
David Rosenlund ◽  
Aimee Copas ◽  
T. Lisa Huddleston
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Teacher Turnover ◽  
Past Research ◽  
High Impact ◽  
Dropout Rates ◽  
First Year ◽  
Societal Impact ◽  
Educational Benefits

Societies continue to absorb increased burdens in cost for helping citizens unable to achieve at optimal levels.  Building on past research, we project educational benefits to offset current societal burdens through enhanced educator capabilities.  Studies reviewed show participation in a high-impact professional development and learning solution resulted in improved student performance and reduced dropout rates, reduced disciplinary rates and increased rates for college-bound, along with lower teacher turnover.  Computations show that generalization of such impacts should trade societal burdens for benefits at between $3.7 billion and $6.9 billion within the first year.  Cumulatively within 20 years the burdens converted to benefits are projected to exceed $85 billion.  Enhanced educator capabilities will substantively reduce needs and costs for societal programs, replaced with tangible benefits to all.

scholarly journals Student Performance on End of Year State Assessments and Correlation to Teacher’s Worth

2020 ◽  
Vol 4 (2) ◽  
pp. p139
Author(s):  
Kanequa Dismuke Willis
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teacher Turnover ◽  
Value Added ◽  
Incentive Pay ◽  
State Assessments ◽  
Turnover Rates ◽  
Teachers And Students ◽  
High Test

This study explored how accountability over the years has shifted with attention mainly focusing how well students are performing on their end of the year assessments and how that determines a teacher’s worth. Through these assessments, the teachers are being told of their worth if a student meets their goal or being told of their ineffectiveness when the teachers and students fail to measure up. Teachers were considered to have value-added as an educator when their students attained their goals. Other educators faced dismissal or reassignment when their students did not meet their goals. The focus is placed upon the educator and the educator’s career is heavily impacted by low test scores and even the high test scores. With teacher value being associated with test scores, other problems came to the surface of the research. High teacher turnover rates, discourse amongst peers when scores were being compared or incentive pay being offered, and educators becoming teachers that teach to the test. The goal was determine how educators and those studying this new shift felt and reacted.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

A Taxonomy of Student Performance

1982 ◽  
Vol 27 (12) ◽  
pp. 964-965
Author(s):  
Robert M. Gagné
Keyword(s):  
Student Performance
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