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

Fuchsman, Dillon; Sass, Tim R.; Zamarro, Gema

doi:10.2139/ssrn.3530939

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…One commonly cited reasons for teachers leaving the profession is high stakes tests and accountability pressures [127][128][129]. However, our review found that removing or reducing teacher accountability does not seem to have a clear benefit on retention, although the evidence base is particularly weak here (Table 10).…”

Section: Teacher Accountabilitymentioning

confidence: 69%

“…Schools were selected based on some criteria, e.g., level ese schools, 233 were randomly assigned to the intervention group and 163 to the p. Retention outcomes in schools that were offered participation in the program- High stakes tests which increase teacher accountability are a reported source of stress. Fuchsman, Sass and Zamarro [129] took advantage of a policy change in Georgia, US in 2011 when testing was removed for Grades one and two and from 2017 onwards when testing for science and social science were removed for Grades 6 and 7. The study compared the attrition rates of teachers in grades one to eight, before and after testing and with teachers in other grades where testing had not been removed using a difference-in-difference approach.…”

Section: Teacher Accountabilitymentioning

confidence: 99%

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Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions

et al. 2020

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Background: A raft of initiatives and reforms have been introduced in many countries to attract and recruit school teachers, many of which do not have a clear evidence base, so their effectiveness remains unclear. Prior research has been largely correlational in design. This paper describes a rigorous and comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work so far. Methods: The review synthesises a total of 120 pieces of research from 13 electronic databases, Google/Google scholar and other sources. Each study is weighted by strength of evidence. Results: The strongest evidence suggests that targeted money can encourage people into teaching but does not necessarily keep them in the teaching profession. The money needs to be large enough to compensate for the disadvantages of working in certain schools and areas, and competitive enough to offset the opportunity costs of not being in more lucrative occupations, and its effect is only short-term. Conclusions: Continuing professional development (CPD) and early career support could be promising approaches for retaining teachers in the profession, but the evidence for them is weak. There is no evidence that any other approaches work, largely because of the lack of robust studies.

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Section: Teacher Accountabilitymentioning

confidence: 69%

Section: Teacher Accountabilitymentioning

confidence: 99%

Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions

et al. 2020

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The Effectiveness of Interventions to Increase Employment in Education and Healthcare: A Systematic Literature Review

Fleck,

Somers,

Stolp

et al. 2024

De Economist

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Both the healthcare and education sector suffer from considerable staff shortages. In the healthcare sector, shortages are particularly prominent for nurses, while the education sector experiences significant teacher shortages. In this systematic literature review, we examine the effectiveness of interventions and policies to reduce staff shortages in healthcare and education in high-income countries. We focus our analysis on studies that apply research designs that allow for causal inference to inform policymakers about the effectiveness of interventions. In total, we include 85 studies that meet our inclusion criteria. Out of these studies, 71 studies focus on teachers and 14 on nurses, and 72 of the retrieved studies were conducted in the US. The majority of studies examine the impact of financial incentives and a large share of these studies report positive effects on teacher employment. Moreover, different types of interventions that invest in workers’ human capital show predominantly positive effects on employment. Interventions that equip nurses with skills to better cope with the stressors of their profession seem to be particularly effective. The same holds for policies that increase the scope of practice for nurses. Finally, effective school leaders are better capable of retaining (high-quality) teachers.

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A conceptual framework of teacher turnover: a systematic review of the empirical international literature and insights from the employee turnover literature

Nguyen

Springer

2021

Educational Review

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

Cited by 4 publications

References 8 publications

Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions

Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions

The Effectiveness of Interventions to Increase Employment in Education and Healthcare: A Systematic Literature Review

A conceptual framework of teacher turnover: a systematic review of the empirical international literature and insights from the employee turnover literature

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