The Quality and Distribution of Teachers under the No Child Left Behind Act
Bibliographic Data
| ID | 5149285 |
|---|---|
| Authors | Eric A Hanushek (0000-0002-7090-7535, Hoover Institution, Stanford University, Stanford, California; Texas Schools Project, University of Texas at Dallas, Dallas, Texas; National Bureau of Economic Research, Cambridge, Massachusetts.), Steven G Rivkin (0000-0002-6623-450X, Amherst College, Amherst, Massachusetts; Texas Schools Project, University of Texas at Dallas, Dallas, Texas; National Bureau of Economic Research, Cambridge, Massachusetts.) |
| Year | 2010 |
| Volume | 24 |
| Issue | 3 |
| Pages | 133-150 |
| Publication date | 2010-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Economic Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 0895-3309 • E-ISSN: 1944-7965 |
| Publisher | American Economic Association (PUBLISHER • US) |
| DOI | 10.1257/jep.24.3.133 |
| OpenAlex | W2061165506 |
| Language | EN |
| Citations received | 11 |
| References cited | 27 |
The main effects of No Child Left Behind on the quality of teaching are likely to come through two provisions of the act. First, NCLB establishes benchmarks based on test score pass rates that schools must meet in order to remain in good standing and avoid sanctions. Since teachers are central to student performance, this accountability component of NCLB is likely to have direct effects on both the demand for and supply of teachers and therefore on both the composition of the stock of public school teachers and the distribution of those teachers among schools. Second, NCLB explicitly requires districts to have "highly qualified" teachers, and the enunciation and enforcement of such a standard might have an additional effect on the composition of teachers. We will discuss three avenues by which these requirements might affect the quality of teachers. First, we will argue that the requirements for "highly qualified" teachers are unlikely to have had any perceptible effect on the performance of students. Second, the combination of quality requirements and the more-stringent testing environment could make teaching appear more costly and risky as a profession and thus alter the composition of new entrants, but at least so far, we find no evidence of such effects. Finally, the accountability provisions might change the dynamics of the labor market for teachers, including decisions about hiring and job separation. While not completely understood, this channel might be quite important, especially at low-performing schools where the stress of the accountability requirements is highest. We will provide new evidence from Texas on the relationship between school accountability ratings and teacher transitions both out of schools and out of grades three through eight, the grades subject to NCLB testing requirements. Finally, we offer some observations about potential policy implications and a future research agenda
Accountability · Business · Economics · Enforcement · No child left behind · Political science · Sanctions · Teacher Quality · Higher Education Research Studies · Innovations in Educational Methods · Law · Mathematics · Psychology · School Choice and Performance · Marketing
Generalizations about Using Value-Added Measures of Teacher Quality
Teacher judgements, student social background, and student progress in primary school
Uniting epistemological perspectives to support contextualized knowledge development
Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Does test-based accountability improve more than just test scores
Conceptual evolution and methodological challenges of value-added in educational assessment
Thriving, not just surviving
Urban teacher longevity
Inequitable teacher turnover and performance-based appraisal
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
Who will teach?
What does certification tell us about teacher effectiveness? Evidence from New York City
Teachers and Student Achievement in the Chicago Public High Schools
Generalizations about Using Value-Added Measures of Teacher Quality
Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education
How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement
Why Public Schools Lose Teachers
The Impact of Individual Teachers on Student Achievement
Teachers, Schools, and Academic Achievement
Equality of educational opportunity
On the Performing Arts
The Turnover of Teachers
Do Alternative Opportunities Matter? The Role of Female Labor Markets in the Decline of Teacher Quality
Do school accountability systems make it more difficult for low‐performing schools to attract and retain high‐quality teachers
Does school accountability lead to improved student performance
Women, the labor market, and the declining relative quality of teachers
The draw of home
The Trade-off between Child Quantity and Quality
The Failure of Input‐based Schooling Policies
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |