Purpose: The purpose of this article is to estimate the relationship between principal quality an... more Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders l...
Acknowledgements: We appreciate financial support from the National Center for the Analysis of Lo... more Acknowledgements: We appreciate financial support from the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018. The research is also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B100009 to the University of Virginia. We are also grateful to the Bankard Fund for Political Economy’s Pre-doctoral Fellowship in support of the pursuit of Aliza Husain’s dissertation. Finally, we are grateful to conference participants at the Association for Education Finance and Policy (AEFP) and the University Council for Educational Administration (UCEA), and James H. Wyckoff, Michelle D Young, and Daphna Bassok for their feedback. The views expressed in this article are solely those of the authors and do not reflect those of the funders. Principals can have potentially large effects on their schools, and especially student outcomes. When they leave their roles, they cause ...
Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impac... more Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment. This report provides contextual background on performance pay programs, characteristics of participating TIF grantee schools, and details on the TIF evaluation study design.
This mixed-methods study describes a framework for conducting cost analyses of school-based progr... more This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework....
Characteristics that contribute to successful redesign and launch of principal preparation progra... more Characteristics that contribute to successful redesign and launch of principal preparation programs may be understood collectively as the capacity of those programs. A model of capacity for redesign of principal preparation programs should strike a balance between the technical and professional aspects of teaching and leadership and the cultural and relational aspects of organizations. We surveyed a national sample of program directors and interviewed a purposive sample of those in the midst of redesigning their programs to arrive at a framework of the tools and raw materials programs need to meet the new demands of principal preparation.
This study examines whether parents’ overall satisfaction with their child’s early childhood educ... more This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents’ evaluations of program characteristics and any external measures of those same characteristics. We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE...
Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). Ho... more Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). However, the link between teacher burnout and turnover has received little attention in the current age of accountability. This study investigates how administrative climate is related to ECT burnout and subsequent career decisions using data from Michigan Indiana ECT Study participants ( n = 184). Results from linear regressions show that higher measures of administrative climate are strongly associated with lower levels of burnout. Subsequent logit models reveal that higher burnout, in turn, predicted ECT turnover while administrative climate surprisingly did not. These findings may lead to a better understanding of school leadership’s established role as a top determinant of teacher mobility.
Bassok, D., Markowitz, A.J., Player, D., & Zagardo, M. (In press). Are Parents’ Ratings and Satis... more Bassok, D., Markowitz, A.J., Player, D., & Zagardo, M. (In press). Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? AERA Open.
While existing studies of teacher retention have attempted to isolate economic and organizational... more While existing studies of teacher retention have attempted to isolate economic and organizational factors that predict teacher turnover, this paper extends the research base by incorporating measures of principal leadership and person-job (P-J) fit. Using data from roughly 3000 teachers from the 2011-12 Schools and Staffing Survey and the 2012-13 Teacher Follow-up Survey, we explore how leadership and P-J fit are associated with teachers' mobility. The results confirm that leadership and P-J fit predict retention in one's school and retention in the teaching profession, respectively, and we find no evidence that these associations are moderated by school or teacher characteristics.
Becauseoftherigidsalarystructureinthepublicteacher labor market, principals may have the incentiv... more Becauseoftherigidsalarystructureinthepublicteacher labor market, principals may have the incentive to align classes favorably for high-quality teachers as a form of nonmonetary compensation. This article tests whether higher-quality teachers, holding other characteristics constant, tend to be matched with more favorable assignments. The findings show that elementary teachers with higher licensure exam scores and greater observed classroom success tend to be matched to
... Dan Goldhaber 1 ,; Betheny Gross 2 ,; Daniel Player 3. ... value-added contribution, and rese... more ... Dan Goldhaber 1 ,; Betheny Gross 2 ,; Daniel Player 3. ... value-added contribution, and research shows that methodology and context can influence the measure (Ballou, Sanders, & Wright, 2004; McCaffrey et al., 2004; Rothstein, 2010; Rubin, Stuart, & Zanutto, 2004; Tekwe et al ...
Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impac... more Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment. This report provides contextual background on performance pay programs, characteristics of participating TIF grantee schools, and details on the TIF evaluation study design.
Purpose: The purpose of this article is to estimate the relationship between principal quality an... more Purpose: The purpose of this article is to estimate the relationship between principal quality and turnover. Principals can have potentially large effects on student outcomes. When school leaders l...
Acknowledgements: We appreciate financial support from the National Center for the Analysis of Lo... more Acknowledgements: We appreciate financial support from the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018. The research is also supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B100009 to the University of Virginia. We are also grateful to the Bankard Fund for Political Economy’s Pre-doctoral Fellowship in support of the pursuit of Aliza Husain’s dissertation. Finally, we are grateful to conference participants at the Association for Education Finance and Policy (AEFP) and the University Council for Educational Administration (UCEA), and James H. Wyckoff, Michelle D Young, and Daphna Bassok for their feedback. The views expressed in this article are solely those of the authors and do not reflect those of the funders. Principals can have potentially large effects on their schools, and especially student outcomes. When they leave their roles, they cause ...
Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impac... more Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment. This report provides contextual background on performance pay programs, characteristics of participating TIF grantee schools, and details on the TIF evaluation study design.
This mixed-methods study describes a framework for conducting cost analyses of school-based progr... more This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework....
Characteristics that contribute to successful redesign and launch of principal preparation progra... more Characteristics that contribute to successful redesign and launch of principal preparation programs may be understood collectively as the capacity of those programs. A model of capacity for redesign of principal preparation programs should strike a balance between the technical and professional aspects of teaching and leadership and the cultural and relational aspects of organizations. We surveyed a national sample of program directors and interviewed a purposive sample of those in the midst of redesigning their programs to arrive at a framework of the tools and raw materials programs need to meet the new demands of principal preparation.
This study examines whether parents’ overall satisfaction with their child’s early childhood educ... more This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Leveraging rich data from a sample of low-income parents whose 4-year-olds attend publicly funded ECE programs, we find little correspondence between parents’ evaluations of program characteristics and any external measures of those same characteristics. We discuss policy implications, especially in light of recent federal and state informational initiatives, which aim to help families make informed ECE...
Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). Ho... more Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). However, the link between teacher burnout and turnover has received little attention in the current age of accountability. This study investigates how administrative climate is related to ECT burnout and subsequent career decisions using data from Michigan Indiana ECT Study participants ( n = 184). Results from linear regressions show that higher measures of administrative climate are strongly associated with lower levels of burnout. Subsequent logit models reveal that higher burnout, in turn, predicted ECT turnover while administrative climate surprisingly did not. These findings may lead to a better understanding of school leadership’s established role as a top determinant of teacher mobility.
Bassok, D., Markowitz, A.J., Player, D., & Zagardo, M. (In press). Are Parents’ Ratings and Satis... more Bassok, D., Markowitz, A.J., Player, D., & Zagardo, M. (In press). Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? AERA Open.
While existing studies of teacher retention have attempted to isolate economic and organizational... more While existing studies of teacher retention have attempted to isolate economic and organizational factors that predict teacher turnover, this paper extends the research base by incorporating measures of principal leadership and person-job (P-J) fit. Using data from roughly 3000 teachers from the 2011-12 Schools and Staffing Survey and the 2012-13 Teacher Follow-up Survey, we explore how leadership and P-J fit are associated with teachers' mobility. The results confirm that leadership and P-J fit predict retention in one's school and retention in the teaching profession, respectively, and we find no evidence that these associations are moderated by school or teacher characteristics.
Becauseoftherigidsalarystructureinthepublicteacher labor market, principals may have the incentiv... more Becauseoftherigidsalarystructureinthepublicteacher labor market, principals may have the incentive to align classes favorably for high-quality teachers as a form of nonmonetary compensation. This article tests whether higher-quality teachers, holding other characteristics constant, tend to be matched with more favorable assignments. The findings show that elementary teachers with higher licensure exam scores and greater observed classroom success tend to be matched to
... Dan Goldhaber 1 ,; Betheny Gross 2 ,; Daniel Player 3. ... value-added contribution, and rese... more ... Dan Goldhaber 1 ,; Betheny Gross 2 ,; Daniel Player 3. ... value-added contribution, and research shows that methodology and context can influence the measure (Ballou, Sanders, & Wright, 2004; McCaffrey et al., 2004; Rothstein, 2010; Rubin, Stuart, & Zanutto, 2004; Tekwe et al ...
Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impac... more Mathematica's rigorous evaluation of the Teacher Incentive Fund (TIF) will estimate the impact of performance pay on student achievement, as well as educators' attitudes toward and awareness of TIF and their mobility and recruitment. This report provides contextual background on performance pay programs, characteristics of participating TIF grantee schools, and details on the TIF evaluation study design.
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