Teacher Turnover, Teacher Quality, and Student Achievement in DCPS Aug 29, 2016 By James H. WyckoffMelinda AdnotThomas DeeVeronica Katz Teacher Turnover, Teacher Quality, and Student Achievement in DCPS 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. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation (SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant. Education Evaluation and Policy Analysis Education Evaluation and Policy Analysis Areas of focus Education James H. Wyckoff Jim Wyckoff is a professor of education and public policy at the Frank Batten School of Leadership and Public Policy, the Curry Memorial Professor of Education and Policy, and the Director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Batten School. 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 Melinda Adnot Thomas Dee Veronica Katz Related Content James H. Wyckoff 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. Teacher Preparation and Student Achievement Research 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. Four Batten Professors Ranked as Nation’s Most Influential Education Scholars News Batten School professors Daphna Bassok, Ben Castleman, Sarah Turner and Jim Wyckoff were among 200 scholars nationwide to rank as highly influential in education policy, according to Education Week. Study: DC Public School’s Teacher Evaluation System Continues to Improve Teacher Workforce News As IMPACT enters its second decade, two new studies from team including Batten's Jim Wyckoff provide evidence that the initiative continues to support meaningful improvement in the effectiveness of DCPS teachers.