The Distribution of Teachers Among California's School Districts and Schools
By S. Carroll, R. Reichardt, Cassandra M. Guarino, Andrea Mejia. 2000
132 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/3ca113c481071bdebbcedf306a192a0b72d969cf
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Matthew Ronfeldt
- Susanna Loeb
- Donald J. Boyd
- Pam Grossman
- J. Wyckoff
- Gregory Palardy
- H. Lankford
- Marsha Ing
Citations in the corpus
- Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics (2009, background): “As previously described, studies conducted by S. J. Carroll et al. (2000), Lankford et al. (2002), Hanushek et al. (2004), and Scafidi et al. (2005) have found that teacher transfer patterns are highly correlated with student characteristics, with teachers tending to move away from poor,…”
- How Teacher Turnover Harms Student Achievement (2011, background): “In addition, new hires in underserved schools often are less experienced and so require more supports to improve (Carroll et al., 2000; Darling-Hammond & Sykes, 2003).”
- How Teaching Conditions Predict Teacher Turnover in California Schools (2005, background): “Instead of using funds for needed school improvements, monies are spent in a manner that produces little long-term payoff (Carroll et al., 2000; Shields et al., 2001).”
- The Influence of School Administrators on Teacher Retention Decisions (2011, background): “…high-turnover schools are likely to serve large populations of lowperforming, non-White, and low-income students, just the students likely to be most in need of a consistent and supportive school experience (Boyd et al., 2005; Carroll et al., 2000; Hanushek et al., 2004; Scafidi et al., 2005).”
- High School Socioeconomic Segregation and Student Attainment (2013, background): “…with 4-year college enrollment and not high school graduation, previous research indicates teacher morale has the strongest impact on retention of the most talented teachers in high-poverty schools, who tend to have greater opportunities to work elsewhere (Boyd et al., 2005; Carroll et al., 2000).”