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- W2141878375 abstract "Research on teacher stability typically focuses on the extent to which teachers remain in the same school, district, or the teaching profession from one year to the next. I investigate another facet of stability—whether teachers remain in the grade they teach. Drawing on administrative data from a large district in California, I find that high shares of teachers switch grades. Disproportionately, these are early career teachers who come from low-achieving or high-minority schools. Teachers who switch grades leave schools at higher rates than their colleagues and exhibit lower impacts on their students’ achievement. For teachers who switch to a nonadjacent grade, these negative effects can wipe out any gains due to increased experience and can persist in the year after the switch occurs." @default.
- W2141878375 created "2016-06-24" @default.
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- W2141878375 date "2015-05-01" @default.
- W2141878375 modified "2023-09-23" @default.
- W2141878375 title "Grade Assignments and the Teacher Pipeline" @default.
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- W2141878375 doi "https://doi.org/10.3102/0013189x15580944" @default.
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