Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q3 i? Teacher hiring and transfer patterns are consistent with the small differences in effectiveness of teachers of high- and low-income students. → Eric Isenberg 2016 q3 i? Patterns of teacher attrition do not contribute to inequitable access to effective teachers. → Eric Isenberg 2016 (2)

Evidence¶

Eric Isenberg 2016¶

Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q3 · i? · associational · r?

Analysis of teacher movement in the 26 districts found hiring and transfer patterns "consistent with small differences in the effectiveness of teachers of high- and low-income students"; no effect size is printed.

"Teacher hiring and transfer patterns are consistent with small differences in the effectiveness of teachers of high- and low-income students."

Eric Isenberg 2016 (2)¶

Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q3 · i? · associational · r?

The study examined how teachers move into and out of schools and concluded that "patterns of teacher attrition do not contribute to inequitable access to effective teachers" — a null contribution finding.

"Patterns of teacher attrition do not contribute to inequitable access to effective teachers."

Discussion¶

Related Claims¶

• Teacher attrition patterns do not contribute to inequitable access to effective teachers — a narrower finding that bears on this claim
• Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income — possibly the same claim (merge candidate)
• In the average study district, differences in teacher effectiveness between high- and low-income students' teachers are small — related
• High- and low-income students have similar chances of being taught by the most and least effective teachers — related
• TRP teachers who changed schools within their district tended to move to schools with similar low-income shares, a lower percentage of black students, and higher achievement — related
• Eliminating inequities in both teacher mobility and hiring would close teacher quality gaps within 5 years in simulations — related
• Teacher attrition, mobility, and hiring jointly contribute to teacher quality gaps between students of color and other students — related
• A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers — related
• Eliminating attrition inequities alone does little to close teacher quality gaps — related