Do School Accountability Systems Make It More Difficult for Low-Performing Schools to Attract and Retain High-Quality Teachers?

Published

Journal Article

Administrative data from North Carolina are used to explore the extent to which that state's relatively sophisticated school-based accountability system has exacerbated the challenges that schools serving low-performing students face in retaining and attracting high-quality teachers. Most clear are the adverse effects on retention rates, and hence on teacher turnover, in such schools. Less clear is the extent to which that higher turnover has translated into a decline in the average qualifications of the teachers in the low-performing schools. Other states with more primitive accountability systems can expect even greater adverse effects on teacher turnover in low-performing schools. © 2004 by the Association for Public Policy Analysis and Management.

Full Text

Duke Authors

Cited Authors

  • Clotfelter, CT; Ladd, HF; Vigdor, JL; Diaz, RA

Published Date

  • March 1, 2004

Published In

Volume / Issue

  • 23 / 2

Start / End Page

  • 251 - 271

International Standard Serial Number (ISSN)

  • 0276-8739

Digital Object Identifier (DOI)

  • 10.1002/pam.20003

Citation Source

  • Scopus