Faculty & Research Published Research Research Education Facet Area of Focus - Research Craig Volden Christopher J. Ruhm Bala Mulloth Eileen Chou Benjamin Castleman Sarah Turner Edgar O. Olsen Sophie Trawalter Benjamin Converse Christine Mahoney Timothy Wilson Adam Leive William Shobe Charles Holt Daniel W. Player Daphna Bassok Harry Harding Jay Shimshack Jeanine Braithwaite John Pepper Richard Bonnie David Leblang John Holbein Leora Friedberg Molly Lipscomb James Savage Sebastian Tello-Trillo Frederick P. Hitz Gabrielle Adams Gerald Warburg Isaac Mbiti Paul S. Martin Raymond C. Scheppach Ruth Gaare Bernheim Andrew S. Pennock Gerald Higginbotham Jazmin Brown-Iannuzzi Jennifer Lawless Michele Claibourn Noah Myung Philip Potter (-) James H. Wyckoff Facet People - Research Facet UVA Partner - Research Published Research Education Teacher Turnover, Teacher Quality, and Student Achievement in DCPS Authors: James H. Wyckoff, Melinda Adnot, Thomas Dee, Veronica Katz 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. Learn more Published Research Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness Authors: James H. Wyckoff, Donald Boyd, Hamilton Lankford, Susanna Loeb 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. Learn more Published Research Teacher Preparation and Student Achievement Authors: James H. Wyckoff, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Learn more Published Research The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High‐Poverty Schools Authors: James H. Wyckoff, Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff In this research we explore the how the distribution of teacher qualifications and student achievement in New York City have changed from 2000 through 2005 using data on teachers and students. Learn more Published Research Complex by Design. Investigating Pathways Into Teaching in New York City Schools Authors: James H. Wyckoff, Donald J. Boyd, Pam Grossman, Hamilton Lankford, Susanna Loeb, Nicholas M. Michelli 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. Learn more Published Research How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement Authors: James H. Wyckoff, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. Learn more
Published Research Education Teacher Turnover, Teacher Quality, and Student Achievement in DCPS Authors: James H. Wyckoff, Melinda Adnot, Thomas Dee, Veronica Katz 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. Learn more
Published Research Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness Authors: James H. Wyckoff, Donald Boyd, Hamilton Lankford, Susanna Loeb 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. Learn more
Published Research Teacher Preparation and Student Achievement Authors: James H. Wyckoff, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Learn more
Published Research The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High‐Poverty Schools Authors: James H. Wyckoff, Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff In this research we explore the how the distribution of teacher qualifications and student achievement in New York City have changed from 2000 through 2005 using data on teachers and students. Learn more
Published Research Complex by Design. Investigating Pathways Into Teaching in New York City Schools Authors: James H. Wyckoff, Donald J. Boyd, Pam Grossman, Hamilton Lankford, Susanna Loeb, Nicholas M. Michelli 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. Learn more
Published Research How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement Authors: James H. Wyckoff, Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. Learn more