Grade-specific experience, grade reassignments, and teacher turnover

Ben Ost and Jeffrey Schiman

Economics of Education Review, 2015, vol. 46, issue C, 112-126

Abstract: This study documents that teacher turnover is strongly related to the pattern of grades that a teacher is asked to teach. Elementary teachers in North Carolina that teach the same grade in their first two years are approximately 20% more likely to stay than teachers who teach two different grades in their first two years of teaching. More generally, within total experience categories, teachers with the fewest years of grade-specific experience have the highest probability of turnover. We argue that this pattern is driven both by the disruption caused by grade reassignment and by the fact that teachers with stable grade assignments have effectively smaller workloads since they can reuse lesson plans and, more generally, apply grade-specific skills.

Keywords: Teacher turnover; School practices (search for similar items in EconPapers)
JEL-codes: I20 J45 (search for similar items in EconPapers)
Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (9)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:46:y:2015:i:c:p:112-126

DOI: 10.1016/j.econedurev.2015.03.004

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