Project Activities
The research team explored the relationships between teacher accountability reforms, teacher labor markets, and student achievement across all 50 states using comprehensive data on state policy changes and outcomes constructed from nationally representative panel datasets. First, researchers collected data on state statutes and case law related to evaluation, tenure, and collective bargaining agreements from 1990–2016. Researchers then classified these statutes and case laws into five categories of policy reform:
- Repealing tenure
- Extending the number of probationary years prior to tenure eligibility
- Adopting new high-stakes teacher evaluation systems
- Repealing collective bargaining rights
- Eliminating mandatory agency fees
After classifying the reforms, the research team estimated the effect of these reforms on teacher labor markets and student academic outcomes.
Structured Abstract
Setting
This study explored the effects of teacher reforms on new teacher supply and teacher quality across all 50 states.
Sample
The study included a large nationally representative sample of teachers in U.S. public schools from 2002 to 2016.
The malleable factors include state laws implementing high-stakes teacher evaluation systems in U.S. public school systems as well as eliminating tenure, increasing the number of probationary years, restricting collective bargaining rights, and eliminating mandatory union dues.
Research design and methods
Researchers used event study models and difference-in-differences to explore the effects of changes in teacher accountability on outcomes on interest.
Control condition
States that did not pass accountability laws.
Key measures
The research team constructed five primary independent variables by coding state laws to capture reforms to teacher evaluation, tenure, probation, collective bargaining, and union dues. The primary dependent variables include new teacher supply and new teacher quality.
Data analytic strategy
The researchers estimated the effects of teacher evaluation reforms on the decision of individuals to enter the teacher labor market using a difference-in-differences framework. This identification strategy compares changes within treated states over time to other non-treated states in the same geographic regions. Importantly, the differential timing of accountability reforms across treated states allows the research team to remove any regional trends in teacher labor supply and demand that might confound the estimates.
Key outcomes
The main findings of this exploratory study are as follows:
- Accountability reforms were linked to a reduction in the number of newly licensed teacher candidates and an increased likelihood of unfilled teaching positions, particularly in hard-to-staff schools
- Reforms appeared to increase the quality of newly hired teachers by reducing the likelihood new teachers attended unselective undergraduate institutions
People and institutions involved
IES program contact(s)
Products and publications
Publications:
ERIC Citation: Find available citations in ERIC for this award here
Select Publications:
Bleiberg, J., Brunner, E., Harbatkin, E., Kraft, M. A., & Springer, M. G. (2021). The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms. EdWorkingPaper No. 21-496. Annenberg Institute for School Reform at Brown University.
Kraft, M. A., Brunner, E. J., Dougherty, S. M., & Schwegman, D. J. (2020). Teacher accountability reforms and the supply and quality of new teachers. Journal of Public Economics, 188, 104212.
Kraft, M., Brunner,E., Dougherty, S., & Schwegman, D. (2019). Teacher Accountability Reforms and the Supply and Quality of New Teachers . (EdWorkingPaper: 19-169). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/7bcw-5r61
Available data:
Policy data are available in an Appendix Table A1 of Kraft, M.A., Brunner, E.J., Dougherty, S.M., & Schwegman, D. (2020). Teacher Accountability Reforms and the Supply and Quality of New Teachers. Journal of Public Economics, 188, 104212.
Questions about this project?
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