The production, retention, and measurement of teachers
Abstract/Contents
- Abstract
- This dissertation is comprised of three papers relating to the American public school teacher work force. I use large scale records covering millions of teachers to ask: 1) How many teachers are quitting their jobs, and can we use public records to better answer this question? I assemble public records to create a database that includes individual teacher records from 13 states covering roughly 35\% of American public school teachers. I find that across states between 10 and 15 percent of teachers stop teaching in their district in a given year, and also that there is substantial variation across districts in that rate. I discuss implications for future research from the widespread availability of individual level, longitudinally linked, teacher employment data. 2) When Oklahoma boosted teachers' salaries by \$6,000, did their retention rates improve? Descriptive time series analyses in Oklahoma find no noticeable change in trend for turnover rates. I use a difference in difference analysis to compare district turnover rates in Oklahoma to Texas and Kansas, and can rule out a change as small as 0.72 percentage points. This lack of effect is robust across multiple specifications and comparison groups. 3) If we change the passing standards on a teacher licensure exam, will that change who attempts to take the test? Given the current concerns about increasing the number and diversity of new teachers, policy makers are re-examining the role of teacher licensure tests. I use difference in difference techniques to compare who shows up to take a teacher licensure exam before and after the passing "cut score" is changed. I find suggestive evidence that when standards are lowered from high levels, the share of Black candidates and candidates from alternative preparation programs increases. However, an analysis of 32 cut score change events, most of which were small changes, did not find a consistent relationship between the cut score change and changes in the composition of test takers.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2022; ©2022 |
| Publication date | 2022; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Esbenshade, William Lief |
|---|---|
| Degree supervisor | Domingue, Ben |
| Thesis advisor | Domingue, Ben |
| Thesis advisor | Dee, Thomas S. (Thomas Sean) |
| Thesis advisor | Loeb, Susanna |
| Degree committee member | Dee, Thomas S. (Thomas Sean) |
| Degree committee member | Loeb, Susanna |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | William Lief Evison Esbenshade. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/hv769xf0625 |
Access conditions
- Copyright
- © 2022 by William Lief Esbenshade
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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