The Impact of Teacher Labor Market Reforms on Student Achievement: Evidence from Michigan

2021 ◽  
pp. 1-43
Author(s):  
Kaitlin P. Anderson ◽  
Joshua M. Cowen ◽  
Katharine O. Strunk
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Collective Bargaining ◽  
Student Performance ◽  
State Legislature ◽  
Collective Bargaining Agreement ◽  
Teacher Labor Market ◽  
Laws And Policies ◽  
Teacher Contracts ◽  
The Impact

Abstract Over the past decade, many states enacted substantial reforms to teacher-related laws and policies. In Michigan, the state legislature implemented requirements for teacher evaluation based partly on student achievement, reduced tenure protections, and restricted the scope of teacher collective bargaining. Some teacher advocates view such reform as a “war on teachers,” but proponents argue these policies may have enabled personnel decisions that positively impact student performance. Evidence on this debate remains limited. In this study, we use detailed administrative data from all Michigan traditional public schools from 2005-06 to 2014-15. We estimate event study models exploiting the plausibly exogenous timing of collective bargaining agreement expirations. Across a variety of samples and specification checks, we find these reforms had generally null results, with some evidence of heterogeneity by cohort. We investigate several possible mechanisms and conclude that districts with more restrictive teacher contracts prior to reform and districts with more rigorous use of teacher evaluations experienced more positive impacts after reform exposure.

scholarly journals Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

2016 ◽  
Vol 39 (1) ◽  
pp. 54-76 ◽  
Author(s):  
Melinda Adnot ◽  
Thomas Dee ◽  
Veronica Katz ◽  
James Wyckoff
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Performance ◽  
Teacher Turnover ◽  
School Quality ◽  
Poor Performance ◽  
Negative Effects ◽  
Policy Regime ◽  
Positive Effects ◽  
Quasi Experimental

In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation ( SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant.

scholarly journals Measuring Investment in Education

1996 ◽  
Vol 10 (4) ◽  
pp. 9-30 ◽  
Author(s):  
Eric A Hanushek
Keyword(s):  
Human Capital ◽  
Student Achievement ◽  
Public Schools ◽  
Education Policy ◽  
Student Performance ◽  
School Quality ◽  
Policy Instruments ◽  
Economic Research ◽  
Performance Incentives ◽  
Education Resources

Historic debates about the measurement of capital are even more complicated in the case of education and human capital. As extensive research demonstrates, education resources are not consistently related to student performance in existing elementary and secondary schools. This inefficiency in public schools implies that spending and resource measures do not accurately capture variations in school quality. This finding then has clear implications for both education policy and economic research. Because school inputs are poor policy instruments, an alternative policy focus that appears much more productive is performance incentives related to student achievement.

The Impact on Student Achievement of Replacing Principals in District of Columbia Public Schools

2020 ◽  
Vol 15 (3) ◽  
pp. 518-542 ◽  
Author(s):  
Elias Walsh ◽  
Dallas Dotter
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Public Education ◽  
Education Reform ◽  
District Of Columbia ◽  
School Year ◽  
Public Education Reform ◽  
Standard Deviations ◽  
The Impact

The 2007 Public Education Reform Amendment Act led to 39 percent of the principals in District of Columbia Public Schools (DCPS) being dismissed before the start of the 2008–09 school year, and additional principal exits over the next few years. We measure the impact of replacing these principals on schoolwide student achievement by measuring the changes in achievement that occurred when principals were replaced, and comparing these changes to achievement in comparison schools within DCPS that kept the same principal. We find that after a new principal's third year in a school, average schoolwide achievement increased by 4 percentile points (0.09 standard deviations) compared with how students in the school would have achieved had DCPS not replaced the previous principal. For students in grades 6 to 8, the gains were larger and statistically significant in both math and reading.

Ambition Is Priceless

2016 ◽  
Vol 47 (2) ◽  
pp. 209-229 ◽  
Author(s):  
Kristen Carroll
Keyword(s):  
African American ◽  
Public Schools ◽  
Student Performance ◽  
Professional Socialization ◽  
Black Administrators ◽  
Representative Bureaucracy ◽  
Active Representation ◽  
Career Ambition ◽  
And Performance ◽  
The Impact

Within the representative bureaucracy literature, there are a variety of individual or professional incentives that may discourage movement from passive to active representation. This study presents two of these incentives by explaining the potential effects of professional socialization and individual career ambition. Using 3 years of survey and performance data from public schools, this research explores how professional socialization and ambitions of career advancement may promote specific behaviors that potentially support or discourage effective representation. The results indicate that professional socialization actually promotes representation by African American and Latino bureaucrats. The impact of Latino representation across values of professional socialization is also significantly different from that of White managers. The results also demonstrate varying effects for bureaucratic career ambition, as the effect of Latino administrators on student performance is minimized for administrators with higher levels of ambition. For African American administrators, the opposite is true as Black administrators with high levels of ambition are related to increasingly positive student performance. These results add to our understanding of representative bureaucracy by exploring how different values will interact with a minority bureaucrat’s decision to represent the interests of minority clients.

scholarly journals Follow the Money or Follow the Mentors?

2021 ◽  
Vol 16 (1) ◽  
pp. 118-125
Author(s):  
Judy Jackson May ◽  
Diane Conway ◽  
Andrea D. Guice
Keyword(s):  
Student Achievement ◽  
Title I ◽  
Student Performance ◽  
Positive Impact ◽  
Disadvantaged Students ◽  
Mentoring Program ◽  
Grade Point ◽  
Elementary And Secondary Education ◽  
Education Act ◽  
The Impact

Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement. 

scholarly journals Teacher Incentives and Student Performance: Evidence from Brazil

2021 ◽  
pp. 1-55
Author(s):  
Andrea Lépine
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
Program Implementation ◽  
Large Scale ◽  
School Staff ◽  
Difference In Differences ◽  
Teacher Incentives ◽  
Positive Effects ◽  
Incentive Program ◽  
The Impact

This paper provides evidence on a large-scale teacher incentive program in the state of São Paulo, Brazil, which awarded group bonuses to teachers and school staff conditional on improvements in student performance. By using a difference-in-differences (DD) and tripledifferences (DDD) framework with a series of alternative counterfactual groups, I show that the program had positive effects on student achievement up to seven years after the program implementation, although improvements vary across grades and subjects. While it could be expected that free-riding effects increase with the number of teachers in schools, limiting the impact of the program, this does not seem to be the case.

scholarly journals The Impact Of Blended Learning Method Employing Google Classroom On The Improvement Of Student Learning Achievement On The Topic Of Matrix In Class XI IPS 1 SMA Negeri 7 Yogyakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 76-85
Author(s):  
Maria Ernawati Millatana
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Student Performance ◽  
Learning Model ◽  
Class Action ◽  
Learning Method ◽  
Learning Achievement ◽  
Total Percentage ◽  
Observation Process ◽  
The Impact

This research aims (1) to explain the process of  mixed learning model application using google google classroom to increase student achievement in class  XI IPS 1 di SMA Negeri 7 Yogyakarta and (2) to improve learning achievement of students in class XI IPS 1 di SMA Negeri 7 Yogyakarta by employing mixed learning model with google classroom. The research is a class action research in which research subjects are 24 students in class XI IPS 1 SMA Negeri 7 Yogyakarta. Students achievement is collected through observation process and learning result test.  Data is analyzed qualitatively to portrait the improvement of student performance in each cycle.  The data on the completeness of learning resul is analyzed based on Minimal score (KKM). The total percentage of completeness is also calculated.  The research findings demonstrate that (1) the application process of mixed learning model employing google classroom consists of three phases, namely designing the research, the implementation of class action research and evaluation of the whole process. The last phase is also called reflection in which teacher thinks about all steps of research and formulate some actions to improve shortcomings of the research. (2) The impact of mixed learning method using google class room on student achievement is positive.  Student achievement has been improved as demonstrated by learning result test in each cycle. The total percentage of completeness of student is 83 %.

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