D
Donald Boyd
Researcher at University at Albany, SUNY
Publications - 70
Citations - 7942
Donald Boyd is an academic researcher from University at Albany, SUNY. The author has contributed to research in topics: Academic achievement & Alternative teacher certification. The author has an hindex of 35, co-authored 69 publications receiving 7476 citations. Previous affiliations of Donald Boyd include State University of New York System & Rockefeller Institute of Government.
Papers
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The Influence of School Administrators on Teacher Retention Decisions
TL;DR: This paper explored the relationship between school contextual factors and teacher retention decisions in New York City and found that teachers' perceptions of the school administration had by far the greatest influence on teacher retention decision.
Posted Content
Teacher Preparation and Student Achievement
TL;DR: In this article, the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts were investigated. And they found that preparation directly linked to practice appears to benefit teachers in their first year.
Journal ArticleDOI
Teacher Preparation and Student Achievement
TL;DR: This paper found that teacher preparation directly linked to practice appears to benefit teachers in their 1st year in their first year of teaching, and that the effects of features of teachers' preparation on teachers' value added to student test score performance were investigated.
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Explaining the Short Careers of High-Achieving Teachers in Schools with Low-Performing Students
TL;DR: Boyd et al. as mentioned in this paper examined New York City elementary school teachers' decisions to stay in the same school, transfer to another school in the district, or leave teaching in New York State during the first five years of their careers.
Posted Content
How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. NBER Working Paper No. 11844.
TL;DR: The authors assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement, finding that teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement.