Regulatory arbitrage in teacher hiring and retention: Evidence from Massachusetts Charter Schools

Evidence on Massachusetts’ Charter Schools

Effective Schools: Teacher Hiring, Assignment, Development, and Retention

The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use valueadded methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective school...

Teacher Applicant Hiring and Teacher Performance : Evidence from DC Public Schools

Selecting more effective teachers among job applicants during the hiring process could be a highly cost-effective means of improving educational quality, but there is little research that links information gathered during the hiring process to subsequent teacher performance. We study the relationship among applicant characteristics, hiring outcomes, and teacher performance in Washington DC Publ...

Skills, Schools, and Credit Constraints: Evidence from Massachusetts

Low college enrollment rates among low income students may stem from credit constraints, low academic skill, low quality schools, or some combination of these. RecentMassachusetts data allow the first use of school district fixed effects in the analysis of credit constraints, leading to four primary findings. First, Massachusetts’ low income students have lower intended college enrollment rates...

Teacher Recruitment and Retention in Public and Private Schools

Private school salaries are substantially below those in public school systems. Nonetheless, private school heads are as satisfied as public school principals with the quality of their new teachers and substantially more satisfied with their experienced instructors. This difference remains after controlling for school and community characteristics and for the principal’s tenure and educational ...