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Grade-specific experience, grade reassignments, and teacher turnover
ARTICLE

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Economics of Education Review Volume 46, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This study documents that teacher turnover is strongly related to the pattern of grades that a teacher is asked to teach. Elementary teachers in North Carolina that teach the same grade in their first two years are approximately 20% more likely to stay than teachers who teach two different grades in their first two years of teaching. More generally, within total experience categories, teachers with the fewest years of grade-specific experience have the highest probability of turnover. We argue that this pattern is driven both by the disruption caused by grade reassignment and by the fact that teachers with stable grade assignments have effectively smaller workloads since they can reuse lesson plans and, more generally, apply grade-specific skills.

Citation

Ost, B. & Schiman, J.C. (2015). Grade-specific experience, grade reassignments, and teacher turnover. Economics of Education Review, 46(1), 112-126. Elsevier Ltd. Retrieved December 4, 2020 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2015.03.004

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