期刊
AMERICAN EDUCATIONAL RESEARCH JOURNAL
卷 59, 期 5, 页码 939-974出版社
SAGE PUBLICATIONS INC
DOI: 10.3102/00028312221078018
关键词
education policy; teacher effectiveness; teacher labor markets; teacher retention; teacher racial; ethnic diversity
资金
- B. O. Smith Professorship at the University of Florida's College of Education
Teachers who grew up in the same district they teach in have a positive impact on student achievement, particularly in English language arts, and are less likely to leave the district compared to other beginning teachers.
Teachers' preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within-school and within-student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when early career teachers exit the district. Study results show that homegrown teachers make small but statistically meaningful improvements in student achievement in English language arts. They are also more likely to identify as Black compared with other beginning teachers and less likely to exit the district.
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