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First published online February 1, 2013

How Teacher Turnover Harms Student Achievement

Abstract

Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York City fourth- and fifth-grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the distribution in teacher quality.

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Biographies

Matthew Ronfeldt is an assistant professor of educational studies at the University of Michigan, 610 E. University Ave., Rm. 4216A, Ann Arbor, MI 48109-1259; e-mail: [email protected]. His scholarship focuses on teacher education, particularly on preservice field experiences including student teaching. He also studies teacher quality, teacher retention, teacher identity, and teacher assessment.
Susanna Loeb is the Barnett Family Professor of Education and director of the Center for Education Policy Analysis at Stanford University. Susanna studies the relationship between schools and federal, state, and local policies, focusing particularly on teacher and school leader labor markets and education finance.
James Wyckoff is the Curry Memorial Professor of Education and Policy and director of the Center for Education Policy and Workforce Competitiveness at the University of Virginia. His research focuses on issues of teacher labor markets: teacher preparation, recruitment, assessment, and retention.

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Published In

Article first published online: February 1, 2013
Issue published: February 2013

Keywords

  1. student achievement
  2. teacher turnover
  3. retention

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© 2012 AERA.
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History

Manuscript received: July 1, 2011
Revision received: June 14, 2012
Manuscript accepted: August 3, 2012
Published online: February 1, 2013
Issue published: February 2013

Authors

Affiliations

Matthew Ronfeldt
University of Michigan
Susanna Loeb
James Wyckoff
University of Virginia

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