Are public schools really losing their "best"?: Assessing the career transitions of teachers and their implications for the quality of the teacher workforce

Dan D. Goldhaber · Betheny Gross · Daniel W. Player

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School Choice and Performance Teacher Professional Development and Motivation Teacher Education and Assessments

Abstract

Most studies that have fueled alarm over the attrition and mobility rates of high-quality teachers have relied on proxy indicators of teacher quality, which recent research finds to be only weakly correlated with value-added measures of teachers’ performance. We examine attrition and mobility of teachers using teacher value-added measures for early-career teachers in North Carolina public schools from 1996 to 2002. Our findings suggest that the most-effective teachers tend to stay in teaching and in specific schools. Contrary to common expectations, we do not find that more-effective teachers are more likely to leave more-challenging schools. JEL Classification: I20 Education, General; J45 Public sector labor markets; J63 Turnover, vacancies, layoffs

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2005Teachers, Schools, and Academic Achievement 2000Teacher Quality and Student Achievement: A Review of State Policy Evidence 1986The Economics of Schooling: Production and Efficiency in Public Schools.2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data 2002Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis 1996The Effect of School Resources on Student Achievement 2006Teachers and Student Achievement in the Chicago Public High Schools 2003The Wrong Solution to the Teacher Shortage.

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2013Learning from Experience? Evidence on the Impact and Distribution of Teacher Experience and the Implications for Teacher Policy 2014Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students 2018Predict employee attrition by using predictive analytics

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