Value Added of Teachers in High Poverty Schools and Lower Poverty Schools

55 Pages Posted: 13 Mar 2012

See all articles by Tim R. Sass

Tim R. Sass

Georgia State University - Andrew Young School of Policy Studies

Jane Hannaway

Urban Institute

Zeyu Xu

The Urban Institute

David N. Figlio

Northwestern University; National Bureau of Economic Research (NBER)

Li Feng

Texas State University

Date Written: January 19, 2012

Abstract

Using student-level microdata from 2000-2001 to 2004-2005 from Florida and North Carolina, we compare the effectiveness of teachers in schools serving primarily students from low-income families (>70% free-and-reduced-price-lunch students) with teachers in schools serving more advantaged students. The results show that the average effectiveness of teachers in high poverty schools is in general less than teachers in other schools and there is significantly greater variation in teacher quality among high poverty schools. These differences are largely driven by less productive teachers at the bottom of the teacher effectiveness distribution in high poverty schools. The bulk of the quality differential is due to differences in the unmeasured characteristics of teachers. We find that the gain in productivity to more experienced teachers from additional experience is much stronger in lower-poverty schools. The lower return to experience in high-poverty schools does not appear to be a result of differences in the quality of teachers who leave teaching or who switch schools, however. Our findings suggest that measures that induce highly effective teachers to move to high-poverty schools and which promote an environment in which teachers’ skills will improve over time are more likely to be successful.

Suggested Citation

Sass, Tim and Hannaway, Jane and Xu, Zeyu and Figlio, David N. and Feng, Li, Value Added of Teachers in High Poverty Schools and Lower Poverty Schools (January 19, 2012). Andrew Young School of Policy Studies Research Paper Series No. 12-07, Available at SSRN: https://ssrn.com/abstract=2020368 or http://dx.doi.org/10.2139/ssrn.2020368

Tim Sass (Contact Author)

Georgia State University - Andrew Young School of Policy Studies ( email )

Department of Economics
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Jane Hannaway

Urban Institute ( email )

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Zeyu Xu

The Urban Institute ( email )

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David N. Figlio

Northwestern University ( email )

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National Bureau of Economic Research (NBER)

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Li Feng

Texas State University ( email )

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United States
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512.245.3089 (Fax)

HOME PAGE: http://uweb.txstate.edu/~lf20/

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