Friday, February 08, 2013

Article co-authored by Matthew Ronfeldt appears in February issue of American Educational Research Journal

Tags: ronfeldt, teacher quality

Research by Matthew Ronfeldt, Susanna Loeb (Stanford University), and James Wyckoff (University of Virginia) appears in the February 2013, Vol. 50, No. 1 issue of the American Educational Research Journal. The article titled “How Teacher Turnover Harms Student Achievement” describes a study of the effects of teacher turnover on student achievement.

Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York City fourth- and fifth-grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the distribution in teacher quality.

To read the full article, visit

Matthew Ronfeldt is Associate Professor

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