Lankford, Hamilton, Loeb Susanna, & Wyckoff, James
Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis
Determine how much variation in the average attributes of teachers currently exists across schools.
Journal Name or Institutional Affiliation:
Educational Evaluation and Policy Analysis
Vol. 24, No.1, pp. 37-62
- Results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have lesser-qualified teachers, and New York City stands out among urban areas.
- Low-income, low-achieving and non-White students, particularly those in urban areas, find themselves in classes with many of the least skilled teachers.
- Salary variation rarely compensates for the apparent difficulties of teaching in urban settings and, in some cases, contributes to the inequities in teacher resources across schools.
- Policies that aim to improve the achievement of low-performing students but ignore teacher labor-market dynamics are unlikely to impact the sorting of teachers that appears to strongly disadvantage poor, urban students.
Journal Article Empirical Research
Composition, Racial Composition, School Quality, Teachers, Urban Schools
Secondary Survey Data
Method of Analysis:
NY Public School Teachers
Unit of Analysis:
- Database links 7 administrative datasets and various other information characterizing districts, communities, and local labor markets.
- The core data comes from the Personnel Master File (PMF), part of the Basic Education Data System of the New York State Education Department.
- It includes information for every teacher and administrator employed in a New York public school at any time from 1984-85 through 1999-2000.
- Heart of analysis --> measures of teacher skills
- DV: Teacher attributes (overall quality, experience, certification, competetiveness of BA institution)
- IV: School district