Effective Schools: Teacher Hiring, Assignment, Development, and Retention

By Susanna Loeb, Demetra Kalogrides, Tara Béteille. Education Finance and Policy, 2011

213 citations recorded by the source corpus.

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, more effective schools assign novice teachers to students in a more equitable fashion. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel and, perhaps, school personnel practices for improving student outcomes.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/de5c91035e860e581a807030e2a2319275862ee9

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Citations in the corpus

Classroom Composition and Measured Teacher Performance (2016, background): “In one study, Loeb, Beteille, and Kalogrides (2012) found that teachers improve more rapidly in more effective schools—those 616249 EPAXXX10.”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “…specific elements of school context can play an important role in facilitating or constraining the relationships between teacher characteristics and student achieve- FEBRUARY 2017 211 Teacher Job Satisfaction and Student Achievement ment (Kraft and Papay 2014; Loeb et al. 2012; Sass et al. 2012).”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, methodology): “For more details on our approach to constructing value-added, see Loeb, Kalogrides, and Beteille (2012).”