Federal policy and the teacher labor market: exploring the effects of NCLB school accountability on teacher turnover

Sun, Min; Saultz, Andrew; Ye, Yincheng

doi:10.1080/09243453.2016.1242506

Cited by 16 publications

(14 citation statements)

References 36 publications

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“…ESSA continues to prioritize turning around persistently lowperforming schools on the nation's education reform agenda. As opposed to interventions driven by federal mandate, ESSA gives states and districts much more flexibility in which actions they take to support struggling schools (Sun, Saultz, & Ye, 2016). It is then all the more important to provide states and districts with guidance for choosing and implementing effective Sun et al…”

Section: Discussion and Policy Implicationsmentioning

confidence: 99%

Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants

Sun

Penner

Loeb

2017

American Educational Research Journal

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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.

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Section: Discussion and Policy Implicationsmentioning

confidence: 99%

Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants

Sun

Penner

Loeb

2017

American Educational Research Journal

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“…First-year teachers were 25 percent less likely to leave the fourth grade after testing began, but there was no statistically significant impact on the likelihood that fourth grade teachers left the public school system after testing began. Sun, Saultz and Ye (2017) analyze the effects of school accountability on teacher turnover by comparing the pre-and post-NCLB periods in states with pre-existing state accountability systems to the changes over time in states that did not have school accountability systems in place 7 prior to the institution of NCLB. To conduct the analysis they utilize data from the nationally representative Schools and Staffing Surveys and associated Teacher Follow-Up Surveys from 1993-2009.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing, Teacher Turnover and the Distribution of Teachers Across Grades and Schools

2020

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Reform (EDRE) working paper series is intended to widely disseminate and make easily accessible the results of EDRE faculty and students' latest findings. The Working Papers in this series have not undergone peer review or been edited by the University of Arkansas. The working papers are widely available, to encourage discussion and input from the research community before publication in a formal, peer reviewed journal. Unless otherwise indicated, working papers can be cited without permission of the author so long as the source is clearly referred to as an EDRE working paper.

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“…The quantity and quality of intellectual resources that are accessible-such as instructional and leadership coaches who can serve as critical sources of knowledge and information-may also affect school practices. Schools' strategic choices subsequently affect school performance (Rumberger & Palardy, 2005;Sun, Saultz, & Ye, 2017). For example, schools that adopt positive behavioral intervention support for at-risk students may expect to see reductions in disciplinary infractions and absenteeism (e.g., Bohanon et al, 2006;Flannery, Fenning, Kato, & Mclntosh, 2014;Freeman et al, 2015;Horner et al, 2009;Sun, Liu, Zhu, & LeClair, 2019).…”

Section: The Multidimensionality Of School Effectiveness and Its Measurementmentioning

confidence: 99%

The multidimensionality of school performance: Using multiple measures for school accountability and improvement

Sun

Kennedy

Anderson

2020

EPAA

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The Every Student Succeeds Act of 2015 grants states and districts the flexibility to use multiple measures to assess school performance and strategically manage public schools for improvement in the United States. However, there is a lack of systematic, evidence-based guidance for practitioners on how to interpret the complex relationships between these multiple measures. Drawing on the organizational management literature on the multidimensionality of organizational effectiveness, along with longitudinal data from Washington State, we illustrate the multidimensionality of school performance and different measurement properties of school performance data. We also find that schools that are higher performing in terms of students’ average scale scores and average growth percentiles in some cases have larger disparities in these same measures between historically underserved students of color and their peers than lower performing schools do. Moreover, these performance measures have time-series properties. The complexity of school performance measurement systems calls for continuous support for local educators to appropriately use school performance data to promote student success.

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Federal policy and the teacher labor market: exploring the effects of NCLB school accountability on teacher turnover

Cited by 16 publications

References 36 publications

Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants

Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants

Testing, Teacher Turnover and the Distribution of Teachers Across Grades and Schools

The multidimensionality of school performance: Using multiple measures for school accountability and improvement

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