How Teacher Turnover Harms Student Achievement
How Teacher Turnover Harms Student Achievement
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DOI：
10.3102/0002831212463813
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发表时间：
2013-02-01
影响因子：
3.6
通讯作者：
Wyckoff, James
中科院分区：
文献类型：
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作者：
Ronfeldt, Matthew;Loeb, Susanna;Wyckoff, James
研究人员和政策制定者经常认为教师流动会损害学生的成绩，尽管最近的研究表明情况可能并非如此。这项研究采用独特的识别策略，采用学校按年级的流动率和两类固定效应模型，估计了教师流动率对 8 年来超过 850,000 名纽约市四年级和五年级学生观察的影响。结果表明，流动性较高的年级学生在英语语言艺术（ELA）和数学方面的得分较低，而且这种影响在成绩较差和黑人学生较多的学校尤其明显。此外，结果表明，人员流动除了改变教师质量的分布之外，还具有破坏性影响。
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.