Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers?

By C. Clotfelter, Helen F. Ladd, Jacob L. Vigdor, R. Díaz. 2004

262 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/fe337a7de5a104f9b79007b5de5fd8942a6b663e

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Citations in the corpus

Left Behind by Design: Proficiency Counts and Test-Based Accountability (2007, unknown): “The Clotfelter et al. (2004) results suggest that when indexing systems set unattainable goals for schools in disadvantaged communities, these systems may actually do harm by causing these schools to lose the teachers they need most.”
Teacher Recruitment and Retention: A Review of the Recent Empirical Literature (2006, background): “Clotfelter, Ladd, Vigdor, and Diaz (2004) investigated the impact of North”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “Decreasing teacher motivation, inferred by the exit of qualified teachers from low-performing schools ( Clotfelter, Ladd, Vigdor, & Diaz, 2004 ; Herman, 2007 ), also suggests the presence of a “gap” between teachers’ internal sense of responsibility and formal test-based accountability.”
Who teaches whom? Race and the distribution of novice teachers (2005, result): “Clotfelter et al. (2004b) estimate very similar returns to early experience in a study that employs an extended set of student background characteristics, school fixed effects, and pays particular attention to the subset of schools that appear to randomly assign students to classrooms.”
The High Cost of Leaving: An Analysis of the Cost of Teacher Turnover (2010, background): “Far too frequently, low morale and negative organizational climate consume these schools, having the impact of inhibiting quality teachers from accepting positions at these schools (Clotfelter et al. 2004).”
Teacher Mobility, School Segregation, and Pay-Based Policies to Level the Playing Field (2010, background): “Clotfelter et al. (2004) find that the rate of exit from low-performing schools increased with the advent of North Carolina’s assessment program, one that exposed teachers in low-rated schools to fewer rewards and the prospect of punitive policies.”
Teacher-Student Matching and the Assessment of Teacher Effectiveness (2006, unknown): “Finally, we note that the state boasts a stable and relatively sophisticated performance-based accountability system which could potentially exacerbate the incentives for positive matching (Clotfelter et al. 2004).”