Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee

Adam Kho, Gary T. Henry, Lam D. Pham, Ron Zimmer

Research output: Contribution to journalArticlepeer-review

Abstract

Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from −0.04 to −0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects.

Original languageEnglish
JournalEducational Evaluation and Policy Analysis
DOIs
StateAccepted/In press - 2022

Bibliographical note

Funding Information:
Funding for this research was provided by John and Laura Arnold Foundation and the Walton Family Foundation.

Publisher Copyright:
© 2022 AERA.

Keywords

  • achievement
  • at-risk students
  • econometric analysis
  • educational policy
  • educational reform
  • equity
  • longitudinal studies
  • policy analysis
  • quasi-experimental analysis
  • regression analyses
  • school/teacher effectiveness
  • secondary data analysis

ASJC Scopus subject areas

  • Education

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