The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools. NBER Working Paper.

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

367 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bfa23ed650950ecc4a65a1a06ec6dd14c0ffe8ae

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Citations in the corpus

The Mathematics and Science Teacher Shortage: Fact and Myth (2009, background): “A number of studies have shown that those entering teaching tend to prefer to teach in schools like those they themselves attended and, hence, seek teaching jobs close to home (e.g., Boyd et al., 2005; Loeb & Reininger, 2004).”
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).”
Why Are Smart Cities Growing? Who Moves and Who Stays (2011, result): “One hypothesis consistent with the work of DaVanzo (1983), Berry and Glaeser (2005), Boyd et al. (2005), Krupka (2007), and Krupka and Smith (2008) that might explain these findings is that some individuals stay after completing their education because of locationspecific human capital.”
The value added by teacher education (2008, background): “We also know that, upon graduation, they seek positions in schools that are similar to those they attended when they were students themselves (Boyd et al., 2003).”
Estimating the Firm’s Labor Supply Curve in a “New Monopsony” Framework: Schoolteachers in Missouri (2010, background): “First, there is the Boyd et al. (2005) evidence on the strong locational preferences of teachers. They show that teachers have a strong preference to work in geographical areas near the high school they attended. In their study of teachers in the state of New York, they found that new teachers were ”
New Evidence on Teacher Labor Supply (2014, background): “As we note previously, prior research finds that teachers have strong preferences for ‘‘staying local’’ (Boyd et al., 2005a; Reininger, 2012).”
Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? CEDR Working Paper No. 2010-2.0. (2011, background): “For a more comprehensive analysis of how teacher and school-district preferences interact to produce a distribution of teachers across schools, see Boyd et al. (2005) or Ballou (1996).”
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).”