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National Center for Analysis of Longitudinal Data in Education Research

Teachers are systematically sorted across schools. Often, schools serving the lowest-achieving students are staffed by the least-skilled teachers. While teachers' school preferences account for some of the sorting, school practices are also likely to be a key factor. Using value-added methods, the authors examine the relationship between a school's effectiveness during a given principal's tenure and the retention, recruitment and development of its teachers. Three key findings emerge about principal effectiveness. More effective principals: (1) are able to retain higher-quality teachers and remove less-effective teachers; (2) are able to attract and hire higher-quality teachers to fill vacancies; and (3) have teachers who improve at a greater pace than those in schools with less effective leadership (there is some evidence for this, albeit weak). These findings reinforce the importance of personnel practices for effective school leadership. Appendices include: (1) Model Specifications for Estimating Principal Value-Added; and (2) Bayesian Shrinkage. (Contains 7 tables, 3 figures, and 7 footnotes.)

Descriptors: School Effectiveness, Teacher Recruitment, Faculty Mobility, Principals, Administrator Effectiveness, Teacher Effectiveness, Teacher Selection, Faculty Development, Public Schools, Metropolitan Areas, Mathematics Achievement, Reading Achievement

National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry[at]caldercenter.org; Web site: http://www.caldercenter.org





Autor: Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3434&id=ED509688



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