Susanna Loeb

TL;DR: The authors used career history data to identify the school in which a teacher teaches in each year and found that teachers with better pre-service qualifications (certification exam scores; college competitiveness) are more likely to apply for transfer, while teachers whose students demonstrate higher achievement growth are less likely.

Abstract: Journal of Policy Analysis and Management, Vol. 24, No. 1, 113–132 (2005) © 2005 by the Association for Public Policy Analysis and Management Published by Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/pam.20072 Manuscript received April 2003; review complete August 2003; revision complete December 2003; revision review complete March 2004; revised manuscript received June 2004; accepted June 2004. Abstract

TL;DR: The authors used a game-theoretic, two-sided matching model and method of simulated moments estimation to study factors affecting the match of elementary teachers to their first jobs, finding that employers demonstrate preferences for teachers having stronger academic achievement (e.g., attended a more selective college) and for teachers living in closer proximity to the school.

TL;DR: This article clarified four areas of confusion about value-added methodology and its role in teacher evaluation: use of value added information, consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective, reliability of valueadded measures of teacher performance and standards for evaluations in other fields.

TL;DR: This article found that less experienced, minority, and female teachers are assigned classes with lower achieving students than are their more experienced, white, and male colleagues, while teachers who have held leadership positions and those who attended more competitive undergraduate institutions are also assigned higher achieving students.