Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context
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CitationRosner, Jessica Lori. 2015. Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context. Doctoral dissertation, Harvard Graduate School of Education.
AbstractTeacher evaluation systems have gone through widespread changes in recent years. These new systems have the potential to influence early-career teachers’ career trajectories because of their increase in rigor and ties to formal and informal consequences. In this paper, I investigate the impact of receiving a higher evaluation rating on early-career attrition and movement among districts and schools in a medium-sized state in the United States. Using a regression discontinuity design that takes advantage of the cut scores between each pair of evaluation ratings, I find that receiving a higher rating slightly increases the probability that early-career teachers will move to different districts. I do not find any effect of receiving a higher rating on the probability of a teacher leaving teaching in the state or moving among schools within a district. I find similar effects of ratings on teacher attrition and movement among schools for early-career and experienced teachers. When I apply the regression discontinuity to three cut scores simultaneously, I find that early-career teachers who received a higher evaluation rating were more likely to move among districts than experienced teachers who received a higher rating. Additionally, I do not detect any differences in the impact of teacher evaluation ratings on early-career teacher turnover based on school context. Finally, while on average early-career teachers moved to schools that were similar to those they left, I find that teachers who received higher ratings were more likely to move to schools with slightly higher percentages of low-income and non-white students.
Citable link to this pagehttp://nrs.harvard.edu/urn-3:HUL.InstRepos:16461044