Impacts of Selective Teacher Transfer Incentives

Glazerman, Steven

doi:10.1257/rct.353-1.0

Cited by 10 publications

(18 citation statements)

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“…Despite a broad theoretical literature highlighting a clear causal chain connecting PD, teacher effectiveness, and student achievement (e.g., Desimone, 2009; Kennedy, 1998; Scher & O’Reilly, 2009; Yoon et al, 2007), a review of the empirical evidence on PD programs reveals mixed results. Whereas some experimental and quasi-experimental studies find positive effects of PD on teaching practices and student outcomes (Connor et al, 2011; Landry, Anthony, Swank, & Monseque-Bailey, 2009; Penuel, Gallagher, & Moorthy, 2011; Powell & Diamond, 2011), others find null or mixed results (Cabalo, Ma, & Jaciw, 2007; Garet et al, 2008; Garet et al, 2011; Glazerman et al, 2008; Harris & Sass, 2011; Jacob & Lefgren, 2004; Santagata, Kersting, Givvin, & Stigler, 2011). Experts also note a lack of rigorous evidence on implementation fidelity and effects on proximal outcomes and intermediate mechanisms, such as individual teacher behaviors (Desimone, 2009; Wayne, Yoon, Zhu, Cronen, & Garet, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…At the same time, research on PD indicates that program quality is highly variable (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007), with teachers themselves reporting mixed experiences (Farkas, Johnson, & Duffett, 2003). Impact evaluations also show that many PD programs fail to produce systematic improvements in teacher knowledge, behaviors, or effectiveness when implemented at-scale (Glazerman et al, 2008; Jacob & Lefgren, 2004; Yoon et al, 2007). These findings are particularly troubling given the need to provide effective PD for teachers as districts adopt new teacher evaluation systems and the Common Core State Standards.…”

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confidence: 99%

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Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Kraft

Blazar²

2016

Educational Policy

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This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers' instructional practices using a block randomized trial and find that coached teachers scored 0.59 standard deviations higher on an index of effective teaching practices comprised of observation scores, principal evaluations, and student surveys. We discuss implementation challenges and make recommendations for researcher-practitioner partnerships to address key remaining questions.Keywords teacher coaching, professional development, randomized control trial, classroom management, instructional support For over a century, school systems in the United States have attempted to improve instructional quality by investing in "on-the-job" teacher training. Today, 99% of public school teachers report participating in some form of

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Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Kraft

Blazar²

2016

Educational Policy

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“…As an example, in a 5-year study performed by Mathematica Policy Research, Inc. funded by the U.S. Department of Education, Institute of Education Sciences, the induction programs out of the New Teacher Center, as well as the Pathwise Framework Induction Program, do not demonstrate that intensive support and induction have a direct impact on student test scores or teacher retention in the first or second year (Glazerman et al, 2008; Glazerman et al, 2010; Isenberg et al, 2009). This is a perplexing conclusion by the U.S. Department of Education given that the New Teacher Center out of University of California Santa Cruz boasts 88% same school and 94% in-profession retention rates after 7 years for those teachers who participated in their Santa Cruz New Teacher Program beginning in 1992-1993 (Moir, 2005, p. 68)…”

Section: Resultsmentioning

confidence: 99%

“…Additional support for this finding comes from Glazerman et al (2008), who concluded thatthere is little empirical evidence on whether investing more resources in a more comprehensive, and hence more expensive, induction program would help districts attract, develop, and retain beginning teachers. According to several research reviews (Ingersoll and Kralik 2004; Totterdell et al 2004; Lopez et al 2004), little of the research on teacher induction to date has been conclusive or rigorous.…”

Section: Resultsmentioning

confidence: 99%

“…On the other hand, Ronfeldt, Lankford, Loeb, and Wyckoff’s (2011) study of turnover impacts on student achievement challenge Hanushek and Rivkin’s (2010) methodology and results, and found a generally negative (at significant statistical levels) correlation between teacher turnover and student achievement, again at the elementary school level, in New York City. In their study of the University of California Santa Cruz’ New Teacher Center and the Educational Testing Service’s induction program out of Princeton, New Jersey, there were no significant impacts found on teacher practices or retention between treatment and control groups and inconsistent positive impacts on student test scores after years 1, 2, and 3 in programs of varying lengths (Glazerman et al, 2008; Glazerman et al, 2010; Isenberg et al, 2009). Research that met this study’s strict empirical requirements on the impact of turnover on student achievement solely at the secondary level is simply not in the literature.…”

Section: Resultsmentioning

confidence: 99%

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Out on a Limb

2013

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This article reports the results of a qualitative meta-analysis study of the research and literature on the efficacy of teacher induction on the retention of high-quality secondary school teachers and challenges current assumptions about the efficacy of induction despite the proliferation of induction programs nationwide. A theoretical model for the design of future teacher induction programs that emerged from the research is presented. Recommendations for secondary school leadership, policy, and future research are included.

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Unpacking the effects of socialization programs on newcomer retention: A meta-analytic review of field experiments.

Liu,

Watts,

Feng

et al. 2024

Psychological Bulletin

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Decades of research conducted using field experiments and quasi-experiments have enabled us to accumulate causal evidence on the effectiveness of onboarding and socialization programs (SPs) across various contexts including employment, higher education, and military services. However, the literature is devoid of an integrated conceptual framework and a quantitative review evaluating the effect of such SPs on reducing newcomer turnover and its boundary conditions. In this study, we draw from a configurational approach to categorize strategic components of SPs, propose bundles of these components based on extant theories in the socialization literature, and examine the moderating effects of these bundles on the retention benefits of SPs. Combining 168 effect sizes from 83 field experiments, our meta-analysis reveals a significant overall effect size of OR = 1.46, suggesting that, on average, the odds of retention are 1.46 times higher for newcomers participating in a SP compared to newcomers in the control group. Our results also indicate that SPs' beneficial effects on newcomer retention are greater when they include the components of identifying effective task behaviors, encouraging proactivity, and facilitating social integration, a bundle aimed at satisfying key psychological needs identified by self-determination theory. We further demonstrate that the retention benefits associated with SP participation increase when the SPs are delivered in-person and of our studies were not preregistered.Songqi Liu played a lead role in conceptualization, data curation, formal analysis, investigation, methodology, project administration, writing-original draft, and writing-review and editing. Daniel Watts played a supporting role in conceptualization, data curation, formal analysis, investigation, methodology, writing-original draft, and writing-review and editing. Jie Feng played a supporting role in conceptualization, investigation, methodology, writingoriginal draft, and writing-review and editing. Ying Wu played a supporting role in conceptualization, data curation, formal analysis, investigation, methodology, and project administration. Jingfeng Yin played a supporting role in conceptualization, data curation, formal analysis, investigation, and methodology.

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Impacts of Selective Teacher Transfer Incentives

Cited by 10 publications

References 0 publications

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Out on a Limb

Unpacking the effects of socialization programs on newcomer retention: A meta-analytic review of field experiments.

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