Grade Assignments and the Teacher Pipeline
A Low-Cost Lever to Improve Student Achievement
Bibliographic Data
| ID | 9731754 |
|---|---|
| Authors | David Blazar (0000-0001-5596-1552, Harvard Graduate School of Education, corresponding author) |
| Year | 2015 |
| Volume | 44 |
| Issue | 4 |
| Pages | 213-227 |
| Publication date | 2015-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x15580944 |
| OpenAlex | W2141878375 |
| Language | EN |
| Citations received | 14 |
| References cited | 31 |
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
Academic achievement · Big Five personality traits · Facet (psychology · Grade retention · Mathematics education · Pedagogy · School district · Student achievement · Educational Assessment and Improvement · Higher Education Research Studies · Psychology · School Choice and Performance · Social Psychology
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| Unique citing works | 14 |
|---|---|
| Citations per year | 1.75 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |