The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools

By Donald J. Boyd, H. Lankford, Susanna Loeb. 2003

141 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/77d3ba52933e1cff2cf6f331cad2466f9cb8e8d0

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Citations in the corpus

Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, result): “Results regarding the link between attrition and our control variables gender and type of teaching qualification are consistent withmost of the previous research (Boyd et al., 2005; Dolton& Von der Klaauw, 1995).”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, background): “41 These findings are roughly consistent with Boyd et al. (2009) who report a difference of 0.”
Student Demographics, Teacher Sorting, and Teacher Quality: Evidence from the End of School Desegregation (2009, unknown): “Wednesday May 06 2009 01:00 PM JOLE v27n2 8030 VLONGAWA Analyzing New York teachers, Boyd et al. (2005) find that the geographic location of a school vis-à-vis where a teacher grew up plays a strong role in labor supply decisions.”
Teacher qualifications and student achievement in urban elementary schools (2009, background): “Second, teachers prefer to work near home, so they gravitate towards more affluent suburbs or wealthier neighborhoods in urban districts (Boyd et al., 2005).”
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness (2017, background): ““draw of home” phenomenon in teacher hiring (Boyd et al., 2005) may also operate through student”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “For example, teachers may seek or transfer to positions in schools similar to those that they attended or those enrolling students with social backgrounds similar to their own (Boyd, Lankford, Loeb, & Wyckoff, 2005).”
Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students (2005, background): “In addition, teachers prefer schools and districts similar and geographically close to those they attended in high school (Boyd et al., 2004, 2005). Several recent state-specific studies have considered student characteristics. Benjamin Scafidi et al. (2003) use a competing-risk model”
Drug Battles and School Achievement: Evidence from Rio de Janeiro's Favelas (2017, background): “Overall, the findings in this section are consistent with the evidence that nonpecuniary factors and work environment characteristics are significant determinants of teacher transfers and retention (Hanushek, Kain, & Rivkin, 2004; Boyd et al., 2005; Jackson, 2009).”
Value added of teachers in high-poverty schools and lower poverty schools (2012, unknown): “Teachers in general appear to prefer schools that serve students from higher income families and who are higher-achieving, and teachers working in schools with more highly disadvantaged students are more likely to leave their school district or transfer to a lower-needs school within their district ”
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. NBER Working Paper No. 17803. (2012, unknown): “3 Hanushek and Rivkin (2007), Boyd et al. (2011). 4 A large qualitative literature focuses on “effective schools” and in that generally places special emphasis on principals and leadership issues. See, for example, Edmonds (1979), Purkey and Smith (1983), or the case studies in Carter (2000).”