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Do school accountability systems make it more difficult for low‐performing schools to attract and retain high‐quality teachers?
Author(s) -
Clotfelter Charles T.,
Ladd Helen F.,
Vigdor Jacob L.,
Diaz Roger Aliaga
Publication year - 2004
Publication title -
journal of policy analysis and management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.898
H-Index - 84
eISSN - 1520-6688
pISSN - 0276-8739
DOI - 10.1002/pam.20003
Subject(s) - accountability , quality (philosophy) , turnover , business , face (sociological concept) , quality management , psychology , public relations , political science , medical education , medicine , economics , marketing , sociology , management , social science , philosophy , service (business) , epistemology , law
Administrative data from North Carolina are used to explore the extent to which that state's relativelysophisticated school‐based accountability system has exacerbated the challenges that schools servinglow‐performing students face in retaining and attracting high‐quality teachers. Most clear are theadverse effects on retention rates, and hence on teacher turnover, in such schools. Less clear is the extent towhich that higher turnover has translated into a decline in the average qualifications of the teachers in thelow‐performing schools. Other states with more primitive accountability systems can expect even greateradverse effects on teacher turnover in low‐performing schools. © 2004 by the Association for PublicPolicy Analysis and Management.