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• W2134070246 abstract "Efforts to improve teacher quality traditionally have focused on the supply side of the teacher labor market, focusing on factors such as wages and working conditions. In contrast, there has been remarkably little research on the demand side of the teacher labor market. Yet, policies focusing on teacher hiring, dismissal, and promotion may be important levers for improving the quality of public schools. This paper takes advantage of a unique policy change to examine how principals make decisions regarding teacher dismissal. In 2004, the Chicago Public Schools (CPS) and Chicago Teachers Union (CTU) signed a new collective bargaining agreement that gave principals the flexibility to dismiss probationary teachers for any reason and without the documentation and hearing process that is typically required for dismissals in other districts. With the cooperation of the CPS, I matched information on all teachers that were eligible for dismissal with records indicating which teachers were dismissed. With this data, I estimate the relative weight that school administrators place on a variety of teacher characteristics, including proxies for teacher productivity. I find evidence that principals do consider teacher productivity in dismissal decisions. For example, principals are significantly more likely to dismiss teachers who are frequently absent and who have received low formal evaluations in the past. Moreover, elementary teachers who were dismissed had significantly lower value-added with regard to student achievement in prior years compared with their peers who were not dismissed. I also find evidence that several demographic factors are associated with the probability of dismissal. For example, principals are consistently more likely to non-renew male teachers, even after controlling for other demographics, prior absences, formal evaluations and valueadded. The same is true for older teachers, particularly those over the page of 50. One particularly interesting finding involves the influence of student race on teacher dismissal. We find that teachers are less likely to be dismissed as the fraction of students in the school who have the same race as the teacher increases. For example, as the fraction of (non-)white students increases, the dismissal probability for a (non-)white teachers in the school declines." @default.
• W2134070246 created "2016-06-24" @default.
• W2134070246 creator A5002135064 @default.
• W2134070246 date "2007-01-01" @default.
• W2134070246 modified "2023-09-27" @default.
• W2134070246 title "The Effect of Employment Protection on Productivity: Evidence from Changes in Dismissal Policies in the Chicago Public Schools ∗" @default.
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