Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? CEDR Working Paper No. 2010-2.0.

By Dan Goldhaber, B. Gross, Daniel W. Player. 2011

236 citations recorded by the source corpus.

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Citations in the corpus

Value added of teachers in high-poverty schools and lower poverty schools (2012, unknown): “Recent work on teacher labor market decisions suggests that the relationship between teacher quality and teacher attrition/mobility may vary across school settings (Boyd et al., 2008; Goldhaber et al., 2011).”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “17In some instances, researchers have attempted to consider whether the impact of a teacher changes with a move to another school, thus allowing for variations in teacher quality (e.g., Jackson & Bruegmann 2009, Goldhaber et al. 2011).”
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. NBER Working Paper No. 17803. (2012, unknown): “22 For the quality dimension of teacher turnover, see Hanushek and Rivkin (2010a) and Goldhaber, Gross, and Player (2011).”
Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey (2013, background): “It presents four main factor types for teachers who leave the profession: a) Task-related factors: a demanding and time-consuming job[8],[9],[33],[35],[37],[40], management of difficu lt classrooms[5],[28],[40], unsatisfactory work conditions, particularly low salaries[3],[8],[11],[15],[16],[17],[24”
Returns to Teacher Experience: Student Achievement and Motivation in Middle School (2017, background): “…showing that less-effective teachers (as measured by the gains in their students’ test scores) are more likely to leave the profession than more-effective teachers during the early years of their careers (Hanushek et al. 2005; Krieg 2006; Boyd et al. 2008; Goldhaber, Gross, and Player 2011).”
Teacher quality policy when supply matters (2012, background): “Several studies find that effectiveness is negatively correlated with the probability of exit from teaching (Krieg, 2006; Goldhaber et al., 2011); given the weak or nonexistent returns to effectiveness in teaching, one”
The Hidden Costs of Teacher Turnover (2020, background): “More descriptively, a growing consensus among many empirical researchers who rely on value-added models of teacher quality is that teachers who leave a school are less effective than those who remain (Boyd et al., 2005; Feng & Sass, 2017; Goldhaber et al., 2011; Hanushek & Rivkin, 2010).”
The Challenge of Teacher Retention in Urban Schools: Evidence of Variation From a Cross-Site Analysis (2017, unknown): “…less effective teachers leave the district.2 On average, teachers who leave are indeed less effective than their peers (Boyd et al., 2011; Feng & Sass, 2012; Goldhaber et al., 2011), and in fact, teachers’ lack of success is a key determinant in their decisions to leave (Johnson & Birkeland, 2003).”
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students (2015, background): “The literature on within-district teacher transfers (e.g., Goldhaber et al., 2010; Scafidi et al., 2007) demonstrates that teachers are more likely to leave disadvantaged schools for another school in the district.”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “However, as Goldhaber et al. (2011) demonstrated, teachers who change schools or leave the profession do not come solely from the bottom of the distribution of teaching effectiveness; rather, they span the range of that distribution, which means that effective teachers are leaving schools as well.”