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Bisht, Biraj; LeClair, Zachary; Loeb, Susanna; Sun, Min – Annenberg Institute for School Reform at Brown University, 2021
Paraeducators perform multiple roles in U.S. classrooms, including among others preparing classroom activities, working with students individually and in small groups, supporting individualized programming for students with disabilities, managing classroom behavior, and engaging with parents and communities. Yet, little research provides insights…
Descriptors: Paraprofessional School Personnel, Role, Labor Market, Ethnic Diversity
Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna – National Bureau of Economic Research, 2011
More than one out of every five principals leaves their school each year. In some cases, these career changes are driven by the choices of district leadership. In other cases, principals initiate the move, often demonstrating preferences to work in schools with higher achieving students from more advantaged socioeconomic backgrounds. Principals…
Descriptors: Principals, Career Development, Labor Turnover, Urban Schools
Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2013
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…
Descriptors: Academic Achievement, Teacher Effectiveness, Elementary School Students, Grade 5
Boyd, Donald; Grossman, Pam; Ing, Marsha; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2011
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover…
Descriptors: Teacher Characteristics, Teacher Persistence, School Administration, Teacher Administrator Relationship
Beteille, Tara; Kalogrides, Demetra; Loeb, Susanna – National Center for Analysis of Longitudinal Data in Education Research, 2011
Principals tend to prefer working in schools with higher-achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. District leadership can also exacerbate principal turnover by implementing policies…
Descriptors: Urban Schools, Achievement Gains, Academic Achievement, Principals
Boyd, Donald J.; Grossman, Pam; Lankford, Hamilton; Loeb, Susanna; Michelli, Nicholas M.; Wyckoff, Jim – Journal of Teacher Education, 2006
New York City represents a microcosm of the changes that are shaking the very foundations of teacher education in this country. In their efforts to find teachers for hard-to-staff schools by creating multiple pathways into teaching, districts from New York City to Los Angeles are in the midst of what amounts to a national experiment in how best to…
Descriptors: Alternative Teacher Certification, Preservice Teacher Education, Urban Education, Teacher Recruitment