Returns to teacher experience: Student achievement and motivation in middle school

Published

Journal Article

©2017 Association for Education Finance and Policy. We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers using teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do continue to learn on the job.

Full Text

Duke Authors

Cited Authors

  • Ladd, HF; Sorensen, LC

Published Date

  • April 1, 2017

Published In

Volume / Issue

  • 12 / 2

Start / End Page

  • 241 - 279

Electronic International Standard Serial Number (EISSN)

  • 1557-3079

International Standard Serial Number (ISSN)

  • 1557-3060

Digital Object Identifier (DOI)

  • 10.1162/EDFP_a_00194

Citation Source

  • Scopus