Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement

By J. Papay, M. Kraft. 2015

329 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bb07c328111fc8cd72673c578ef0ece074ae63fc

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In Education

Citations in the corpus

The Impact of Incentives to Recruit and Retain Teachers in “Hard‐to‐Staff” Subjects (2015, background): “…school teachers do not include teacher fixed effects and therefore may conflate returns to experience with differences in attrition across teachers of varying quality (e.g. Chingos and Peterson (2011)), and others only estimate returns over broad bans of experience (e.g. Papay and Kraft (2015)).”
The Hidden Costs of Teacher Turnover (2020, background): “Teachers with less experience in the classroom are on average much less effective at improving student outcomes than their more experienced counterparts (Ladd & Sorensen, 2017; Papay & Kraft, 2015; Wiswall, 2013), and they have high rates of turnover.”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, background): “Comparatively, dimensions of teaching quality included on these instruments are thought to be important contributors to student outcomes but are not meant to capture every aspect of the classroom environment that influence learning (Pianta & Hamre, 2009).”
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “…that teaching experience is an important factor for increasing teacher effectiveness and student learning (Boyd et al., 2008; Kraft& Papay, 2014; Papay & Kraft, 2015; Wiswall, 2013), especially if the accumulated teaching experience is closely related to current instructional assignments (Ost,…”
Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, methodology): “A recent study by Steinberg and Garrett (2016) provides the strongest experimental estimates to date that students’ incoming performance indeed predicts better observation ratings of teachers. Like our study, the authors use the MET data and perform a number of methodological approaches to identify ”
The Challenge of Teacher Retention in Urban Schools: Evidence of Variation From a Cross-Site Analysis (2017, unknown): “Yet, departing teachers often are replaced by novice teachers who are substantially less effective than more experienced teachers, on average, largely because teachers’ effectiveness improves rapidly early in the career (Harris & Sass, 2011; Papay & Kraft, 2015; Rockoff, 2004).”
Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data (2016, background): “7 Exceptions include an example of mentoring studied by Rockoff (2008) and an example of training studied by Angrist and Lavy (2001).”
Teacher Effects and Teacher-Related Policies (2014, background): “However, early studies document benefits to additional years of experience for early career teachers (e.g. Rockoff 2004; Rivkin et al. 2005), and recent studies indicate that teacher effectiveness meaningfully improves well into a teacher's career (Wiswall 2013; Papay & Kraft 2013).”
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, background): “…of education research, such as teaching experience (.08 SD for experience above 5 years; Goldhaber & Hansen, 2010; Kane, Rockoff, & Staiger, 2008; Papay & Kraft, 2015), the effect on students’ math scores of being taught by Teach For America teachers (0.024 to 0.10 SD in Kane et al., 2008; Clark…”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “(5)Papay and Kraft (2011) demonstrate that a quartic function is appropriate for modeling the relationships between teachers’ value-added and years of experience.”