The Consequences of Leaving School Early: The Effects of Within-Year and End-of-Year Teacher Turnover

Using unique administrative data from North Carolina that allow us to separate classroom teacher turnover during the school year from end-of-year turnover, we find students who lose their teacher during the school year have significantly lower test score gains (on average -7.5 percent of a standard...

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Bibliographic Details
Published inEducation finance and policy Vol. 15; no. 2; pp. 332 - 356
Main Authors Henry, Gary T, Redding, Christopher
Format Journal Article
LanguageEnglish
Published MIT Press 01.03.2020
Subjects
Achievement Gains
Classroom Environment
Elementary School Students
Faculty Mobility
Instructional Program Divisions
Mathematics Achievement
Middle School Students
Reading Achievement
School Schedules
Teacher Effectiveness
Teacher Student Relationship
Time
Work Environment
North Carolina
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Summary:Using unique administrative data from North Carolina that allow us to separate classroom teacher turnover during the school year from end-of-year turnover, we find students who lose their teacher during the school year have significantly lower test score gains (on average -7.5 percent of a standard deviation unit) than those students whose teachers stay. Moreover, the turnover of other teachers during the year lowers achievement gains, whereas end-of-year teacher turnover appears to have little effect on achievement. The harmful effects of within-year turnover cannot be explained by other extraneous shocks or the quality of departing teachers. Teachers who depart from December through April have the most harmful effects on achievement, although these vary somewhat by level of schooling and subject.
ISSN:1557-3060
DOI:10.1162/edfp_a_00274