Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers

Roellke, Christopher; Rice, Jennifer King

doi:10.1080/15700760701822124

Cited by 21 publications

(32 citation statements)

References 19 publications

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“…In both bargaining and non-bargaining school districts, approximately 77 percent of teachers had been hired by July1 and about 90 percent of transfers had been completed. Our findings of little difference in late hiring between bargaining and non-bargaining districts is consistent with some of the recent contract language analyses, case studies, and qualitative studies whose findings indicate little union impact on teacher transfer and hiring (Rutledge et al, 2008;Liu et al, 2008;Roellke & Rice, 2008;Cohen-Vogel & Osborne-Lampkin, 2007;Koski & Horng, 2007;Strunk, 2007).…”

Section: Resultssupporting

confidence: 93%

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The Impact of Collective Bargaining and Urbanicity on the Late Hiring of Teachers

Loubert

Nelson

2010

Leadership and Policy in Schools

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It is commonly assumed that urban school districts hire teachers late due to issues related to district size and/or restrictions in collectively bargained teacher contracts affecting teacher hiring and transfers between schools. Our investigation of late teacher hiring and collective bargaining is based on a survey of 40 school districts that captured information about teacher transfer and hiring timelines. Findings indicate no differences between collective bargaining districts and non-bargaining districts in late teacher hiring. The findings confirm big differences in late hiring between suburbs and cities even when controlling for collective bargaining status and other contextual variables. Late school district budget action was also associated with late hiring. REVIEW OF THE LITERATUREAlthough out-of-school factors are the major determinants of achievement gaps, recent research using value-added models has focused much attention on the role that teachers play as the most important school resource contributing to student achievement growth. 1 Teacher selection, hiring, training, evaluation, and labor union contracts are of increasing importance, potentially resulting in long-term gains in student outcomes. It will take a multifaceted effort to recruit and keep well-qualified teachers in urban schools, including improving school and neighborhood safety, establishing and maintaining orderly schools, and

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Section: Resultssupporting

confidence: 93%

“…Studies of several school districts conducted at Florida State, Rutgers, and the University of Maryland were published together in Leadership & Policy in Schools (Rutledge et al, 2008;Liu et al, 2008;Roellke & Rice, 2008). In each study, principals or administrators viewed timing as a critical issue in hiring.…”

Section: Collective Bargaining and Late Hiringmentioning

confidence: 99%

The Impact of Collective Bargaining and Urbanicity on the Late Hiring of Teachers

Loubert

Nelson

2010

Leadership and Policy in Schools

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“…In building on work by Rice et al (2009) and Roellke and Rice (2008), Kolbe and Strunk (2012) further lay out a typology of economic incentive policies. They note that state-level policies often focus on teacher supply and distribution more generally, while seeking to support specific district staffing concerns.…”

Section: Use Of Incentives To Influence the Supply And Distribution Omentioning

confidence: 98%

“…Both of these types of financial incentives are in place in the state examined in this study, in addition to a targeted incentive for the NBCTs who work in high-poverty schools. Rice et al (2009) and Roellke and Rice (2008) recognize that policymakers often seek to address multiple teacher staffing issues concurrently (e.g., supply, recruitment, distribution, retention).…”

Section: Use Of Incentives To Influence the Supply And Distribution Omentioning

confidence: 98%

Results of a State Incentive Program on the Supply and Distribution of National Board Certified Teachers

Elfers

Plecki

2014

Leadership and Policy in Schools

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“…In comparison, the Tennessee STAR experiment sizes ranged from .11 to .20 (Nye, Hedges, & Konstantopoulos, 1999). What puts into context the effect sizes that we find, however, is that school districts may be able to attract more certified teachers by thinking smarter: increasing partnerships with universities, speeding up hiring timelines, cultivating recruits, and opening their doors to student teachers who may decide to remain in the district for a career (Roellke & Rice, 2007;Rutledge, Harris, Ingle, & Teresita, 2007). Finally, the school-level variable for the percentage of students receiving free or reduced price lunch was also a statistically significant predictor of mathematics gains, with students at lower-income schools predicted to make weaker gains.…”

Section: Math Gainsmentioning

confidence: 83%

The Effect of Teacher Certification on Middle Grades Achievement in an Urban District

2009

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Fewer than 20 states require middle grades certification; in most states, credentials overlap so that both elementary and secondary certified teachers may teach in the middle grades. Moreover, in many urban districts, getting teachers for the middle grades is a challenge. Despite this crazy-quilt of certifications and a growing body of work on teacher qualifications, there have been few studies that examine the teachers' impact on learning in the middle grades. This paper uses a data set from an urban district to estimate the impact of different certifications (and lack of certification) on middle-grades students' learning gains in mathematics and science. In mathematics, we find that students with elementary-and secondary-certified teachers outscore those with uncertified teachers and those who are certified in special education. Especially strong effects are seen in science, where students with secondary science-certified teachers substantially outscore those with any other kind of teacher.

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Responding to Teacher Quality and Accountability Mandates: The Perspective of School Administrators and Classroom Teachers

Cited by 21 publications

References 19 publications

The Impact of Collective Bargaining and Urbanicity on the Late Hiring of Teachers

The Impact of Collective Bargaining and Urbanicity on the Late Hiring of Teachers

Results of a State Incentive Program on the Supply and Distribution of National Board Certified Teachers

The Effect of Teacher Certification on Middle Grades Achievement in an Urban District

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