The effectiveness and retention of teachers with prior career experience |
| |
| Authors: | Donald Boyd Pamela Grossman Marsha Ing Hamilton Lankford Susanna Loeb Rachel O’Brien James Wyckoff |
| |
| Institution: | aCenter for Policy Research, University of Albany, State University of New York, Albany, NY 12222, USA;bSchool of Education, Stanford University, 520 Galvez Mall, Stanford, CA 94305, USA;cSchool of Education, University of California, Riverside, 1207 Sproul Hall, Riverside, CA 92521, USA;dSchool of Education, University of Albany, State University of New York, Albany, NY 12222, USA;eCurry School of Education, University of Virginia, P.O. Box 400277, Charlottesville, VA 22904, USA |
| |
| Abstract: | As schools and districts seek to recruit teachers, individuals in non-teaching professions are an appealing possible pool. These potential teachers come with work experience and may have expertise that would serve them well in the classroom. While there has been substantial rhetoric assailing the virtues of teachers with prior professional experience, no research that we know of has assessed the effectiveness of these teachers in terms of student learning. This study uses data from New York City to assess the relative effectiveness and retention of career-switchers. It provides some evidence that these teachers are no more effective than other new teachers, and, in fact, they appear to be less effective at raising math scores of elementary and middle school students. There is little difference in overall transfer or leave rates between teachers with prior experience and other teachers, although career-switchers from college recommended programs do appear more likely to transfer schools. |
| |
| Keywords: | JEL classification: I20 |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
