| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w19096 |
| 来源ID | Working Paper 19096 |
| Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness | |
| Allison Atteberry; Susanna Loeb; James Wyckoff | |
| 发表日期 | 2013-06-06 |
| 出版年 | 2013 |
| 语种 | 英语 |
| 摘要 | Educational policymakers struggle to find ways to improve the quality of the teacher workforce. The early career period represents a unique opportunity to identify struggling teachers, examine the likelihood of future improvement, and make strategic pre-tenure investments in improvement as well as dismissals to increase teaching quality. To date, only a little is known about the dynamics of teacher performance in the first five years. This paper asks how much teachers vary in performance improvement during their first five years of teaching and to what extent initial job performance predicts later performance. We find that, on average, initial performance is quite predictive of future performance, far more so than typically measured teacher characteristics. Predictions are particularly powerful at the extremes. We employ these predictions to explore the likelihood of personnel actions that inappropriately distinguish performance when such predictions are mistaken as well as the much less discussed costs of failure to distinguish performance when meaningful differences exist. The results have important consequences for improving the quality of the teacher workforce. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w19096 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/576771 |
| 推荐引用方式 GB/T 7714 | Allison Atteberry,Susanna Loeb,James Wyckoff. Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. 2013. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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