Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students

By Donald J. Boyd, H. Lankford, Susanna Loeb, J. Wyckoff. 2005

561 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/60c10459ba3eb9e481e37b0e72d932b0419bf9c8

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Citations in the corpus

The Challenge of Teacher Retention in Urban Schools: Evidence of Variation From a Cross-Site Analysis (2017, unknown): “A second area has tended to explore the types of students with whom a teacher works in the classroom (e.g., Boyd et al., 2005; Clotfelter, Ladd, & Vigdor, 2011; Hanushek et al., 2004).”
The Design of Teacher Assignment: Theory and Evidence (2015, background): “2Two important issues facing the teaching profession are the increasing shortage of qualified teachers (Corcoran et al. (1994)) and the difficulty of retaining new teachers in the profession (Boyd et al. (2005)).”
Toward a More Nuanced Understanding of New Teacher Attrition (2011, background): “Such reports have emerged concomitantly with evidence that (a) teachers who are more academically skilled leave at higher rates after only a few years in the profession than those who are less academically skilled (Boyd, Lankford, Loeb, & Wyckoff, 2005; Lankford, Loeb, & Wyckoff, 2002; Podgursky, Mo”
How Teaching Conditions Predict Teacher Turnover in California Schools (2005, unknown): “…or transfer when they work in districts with lower wages, especially relative to alternative wage opportunities (Boe, Bobbitt, Cook, Whitener, & Weber, 1997; Brewer, 1996; Mont & Rees, 1996; Murnane, Singer, & Willett, 1989; Shen, 1997; Stinebrickner, 1998; Theobald, 1990; Theobald & Gritz, 1996).”
How Teacher Turnover Harms Student Achievement (2011, background): “These results are consistent with other correlational evidence (Boyd et al., 2005; Hanushek, Kain, and Rivkin, 1999).”
Factors Influencing Teachers' Performance and Retention (2015, methodology): “These studies found that schools with more low-income background or with low-achievement potentials experience high teacher turnover (Boyd et al., 2005; Carroll, Reichardt, Guarino, & Mejia, 2000; Hanushek et al., 2004; Scafidi et al., 2005).”
Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments (2011, background): “In their study of 12 principals from schools that had been successful in retaining teachers, Brown and Wynn (2009) conclude that good principals retain teachers by providing opportunities for growth, sharing decision-making, and giving encouragement.”
Surveying the Landscape of Teacher Education in New York City: Constrained Variation and the Challenge of Innovation (2008, background): “Boyd, Lankford, Loeb, & Wyckoff, 2005a, 2005b ), then focusing on teacher education programs that serve a common school district makes sense.”
Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework (2015, unknown): “Moreover, it has been argued that teachers with higher levels of human capital tend to be more effective, and are more likely to remain in their jobs, as they possess the skills and knowledge to cope with the demands of their positions (Boyd, Lankford, Loeb, & Wyckoff, 2005).”
Teacher Quality and Teacher Mobility (2012, unknown): “Similarly, teachers, particularly white teachers, tend to move away from schools with high percentages of minority students ((Boyd et al. (2005), Feng (2009), Feng (2010), Feng (2011), Hanushek et al.”
Systematic Sorting (2013, background): “Studies of teacher turnover have found that teachers are more likely to leave when they are employed at a school with more minority or low-income students (Boyd et al. 2005a).”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “2 income to high-income schools is documented in both large quantitative and small qualitative studies (Boyd et al., 2007; Boyd et al., 2005; Hanushek, Kain, & Rivkin, 2004; Johnson et al., 2004; Leukens et al., 2004).”
Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants (2012, background): “( 2005 ) also highlight how children with SEN are those who suffer most since it is support teachers who leave the profession in greater numbers and who, according to Olsen and Anderson ( 2007 ), tend to ‘shift’ to more administrative and managerial responsibilities.”