Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools

2017 ◽  
Vol 12 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Dan Goldhaber ◽  
Cyrus Grout ◽  
Nick Huntington-Klein
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Sample Selection ◽  
Value Added ◽  
Teacher Hiring ◽  
Screening Instruments ◽  
Teacher Workforce ◽  
Job Postings ◽  
Applicant Selection

Despite their widespread use, there is little academic evidence on whether applicant selection instruments can improve teacher hiring. We examine the relationship between two screening instruments used by Spokane Public Schools to select classroom teachers and three teacher outcomes: value added, absences, and attrition. We observe all applicants to the district (not only those who are hired), allowing us to estimate sample selection-corrected models using random tally errors and variation in the level of competition across job postings as instruments. Ratings on the screening instruments significantly predict value added in math and teacher attrition, but not absences—an increase of one standard deviation in screening scores is associated with an increase of about 0.06 standard deviations of student math achievement, and a decrease in teacher attrition of 3 percentage points. Hence the use of selection instruments appears to be a key means of improving the quality of the teacher workforce.

Is Effective Teacher Evaluation Sustainable? Evidence from DCPS

2019 ◽  
pp. 1-53
Author(s):  
Thomas S. Dee ◽  
Jessalynn James ◽  
Jim Wyckoff
Keyword(s):  
Public Schools ◽  
Teacher Evaluation ◽  
Teacher Attrition ◽  
Evaluation System ◽  
District Of Columbia ◽  
Value Added ◽  
Performance Standards ◽  
Effective Teacher ◽  
And Performance

Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not sustain as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS). We describe the recent changes to IMPACT which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicate that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

Raising the Bar on Teacher Quality: Assessing the Impact of Increasing Licensure Exam Cut-Scores

2017 ◽  
Vol 32 (7) ◽  
pp. 969-992
Author(s):  
James V. Shuls
Keyword(s):  
Teacher Quality ◽  
Value Added ◽  
Policy Decision ◽  
Cut Scores ◽  
Praxis Ii ◽  
Trade Offs ◽  
Licensure Exams ◽  
Teacher Workforce ◽  
The Impact

State policy makers are constantly looking for ways to improve teacher quality. An oft tried method is to increase the rigor of licensure exams. This study utilizes state administrative data from Arkansas to determine whether raising the cut-scores on licensure exams would improve the quality of the teacher workforce. In addition, the study explores the trade-offs of such a policy decision. It is concluded that raising the required passing score on the Praxis II would increase the quality of the teacher workforce, as measured by value-added student achievement. This change, however, would be accompanied with an important trade-off as it would reduce the number of minority teachers and potentially lead to negative outcomes in disadvantaged schools.

scholarly journals Pengaruh Modal Intelektual Terhadap Pertumbuhan Koperasi Di Kota Kupang

2019 ◽  
Vol 7 (1) ◽  
pp. 14
Author(s):  
Jems Arison Zacharias ◽  
Renya Rosari
Keyword(s):  
Intellectual Capital ◽  
Sample Selection ◽  
Value Added ◽  
Physical Capital ◽  
Financial Statements ◽  
Test Model ◽  
Natural Logarithm ◽  
Structural Capital ◽  
Capital Efficiency

The purpose of this study was to find a causal relationship between Intellectual Capital and the growth of cooperatives in Kupang City. Intellectual capital in this study was measured using Value Added Intellectual Coefficient (VAIC) while the growth of cooperatives was measured using changes in the natural logarithm of the cooperative's total assets. The population in this research were all cooperatives registered with the Kupang Cooperative and SME Office. The sample selection uses purposive sampling, namely cooperatives that have issued cooperative financial statements from 2011-2017. The test model applied includes descriptive statistics, classic assumption tests, simple and multiple regression analysis. The results showed that Intellectual Capital (which is proxied by VAIC) had an effect on the growth of cooperatives in Kupang City. But among the 3 components that make up VAIC, namely CEE (Capital Employed Efficiency), HCE (Human Capital Efficiency), and SCE (Structural Capital Efficiency), only CEE has a significant effect on the growth of cooperatives in Kupang City. This can be interpreted that in general cooperatives in Kota Kupang focus more on the growth of their business through efficient use of physical capital compared to improving the quality of their human resources.

scholarly journals A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841668476 ◽  
Author(s):  
Kevin C. Bastian ◽  
David M. McCord ◽  
Julie T. Marks ◽  
Dale Carpenter
Keyword(s):  
Public Schools ◽  
Beginning Teachers ◽  
Personality Traits ◽  
Factor Model ◽  
Employee Performance ◽  
Value Added ◽  
Beginning Teacher ◽  
Retention Rates ◽  
First Year ◽  
Teacher Workforce

The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.

Food procurement in English-language Canadian public schools: Opportunities and challenges

2019 ◽  
Vol 6 (1) ◽  
pp. 75-99
Author(s):  
Shawna Holmes
Keyword(s):  
Public Schools ◽  
Food Environment ◽  
Nutritional Quality ◽  
English Language ◽  
Nutrient Content ◽  
Food Environments ◽  
School Food ◽  
Provincial Level ◽  
School Food Environment

This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.

Quality of the Administration of Value-Added Tax in OECD Countries and Russia

2013 ◽  
Author(s):  
Alexander Knobel ◽  
Sergei Germanovich Sinelnikov-Murylev ◽  
Ilya Sokolov
Keyword(s):  
Value Added ◽  
Oecd Countries ◽  
Value Added Tax
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