School-based accountability and the distribution of teacher quality across grades in elementary school

Published

Journal Article

We use North Carolina data to explore whether the quality of teachers in the lower elementary grades (K-2) falls short of teacher quality in the upper grades (3-5) and to examine the hypothesis that school accountability pressures contribute to such quality shortfalls. Our concern with the early grades arises from recent studies highlighting how children's experiences in those years have lasting effects on their later outcomes. Using two credentials-based measures of teacher quality, we document within-school quality shortfalls in the lower grades, and show that the shortfalls increased with the introduction of No Child Left Behind. Consistent with that pattern, we find that schools responded to accountability pressures by moving their weaker teachers down to the lower grades and stronger teachers up to the higher grades. These findings support the view that accountability pressure induces schools to pursue actions that work to the disadvantage of children in the lower grades.© 2013 Association for Education Finance and Policy.

Full Text

Duke Authors

Cited Authors

  • Fuller, SC; Ladd, HF

Published Date

  • October 1, 2013

Published In

Volume / Issue

  • 8 / 4

Start / End Page

  • 528 - 559

Electronic International Standard Serial Number (EISSN)

  • 1557-3079

International Standard Serial Number (ISSN)

  • 1557-3060

Digital Object Identifier (DOI)

  • 10.1162/EDFP_a_00112

Citation Source

  • Scopus