Complex by Design. Investigating Pathways Into Teaching in New York City Schools Apr 01, 2006 By James H. WyckoffDonald J. BoydPam GrossmanHamilton LankfordSusanna LoebNicholas M. Michelli Complex by Design. Investigating Pathways Into Teaching in New York City Schools 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 recruit, prepare, and retain teachers. This article provides an overview of a research project that examines features of these different pathways into teaching in New York City schools and the impact of these features on where teachers teach, how long they remain in the classroom, and student achievement in reading and math as measured by value-added analyses. The article provides both a conceptual framework for the study and a discussion of some of the methodological challenges involved in such research, including problems of selection bias, difficulties in documenting programmatic features, and challenges of estimating teacher effects on student achievement. Journal of Teacher Education Journal of Teacher Education James H. Wyckoff Jim Wyckoff is a professor of education and public policy at the Frank Batten School of Leadership and Public Policy and the Curry Memorial Professor of Education and Policy. Wyckoff focuses on issues of teacher labor markets, teacher preparation, recruitment, assessment and retention. His current research examines how teacher assessment and evaluation systems influence the quality of teaching, especially in traditionally low performing classrooms. Read full bio Donald J. Boyd Pam Grossman Hamilton Lankford Susanna Loeb Nicholas M. Michelli Related Content James H. Wyckoff Teacher Turnover, Teacher Quality, and Student Achievement in DCPS Research In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness Research School districts are confronting difficult choices in the aftermath of the financial crisis. Today, the financial imbalance in many school districts is so large that there may be few alternatives to teacher layoffs. UVA Has 5% of Education Scholars Ranked as 'Most Influential' News Four Batten School faculty members affiliated with the EdPolicyWorks research center once again placed in the national rankings of influential education scholars. Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement.