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LYNN (PATTEN) PRIESTLEY MAHLER University of Virginia Department of Economics (434) 218-2233 P.O. Box 400182 [email protected] Charlottesville, VA 22904-4182 www.people.virginia.edu/~lpp5d EDUCATION Ph.D. Candidate, University of Virginia Expected May 2014 Dissertation: “Retirement Incentives in Educational Institutions” Committee: Sarah Turner [email protected] (434) 982-2383 Leora Friedberg [email protected] (434) 924-3225 James Wyckoff [email protected] (434) 924-0842 M.A. Economics, Duke University May 2008 B.Sc. Physics, Davidson College May 2003 FIELDS OF INTEREST Economics of Education, Labor Economics, Public Economics WORKING PAPERS “Lifting the Salary Cap: The Effects of a Return-to-Work Policy on Teacher Retirement, Retention, and Quality” (Job Market Paper) “Retaining High Quality Teachers: The Effects of Pension Design” “Attrition of Novice Black Teachers from Virginia Public Schools” (with J. Wyckoff) “Alternative Certification in the Long Run: Student Achievement, Teacher (with D. Boyd, E. Dunlop, S. Loeb, Retention and the Distribution of Teacher Quality in New York City” R. O’Brien, J. Wyckoff) SELECTED PRESENTATIONS North Carolina State University, Raleigh, NC (scheduled) Nov 2013 Allied Social Sciences Association, San Diego, CA Jan 2013 Association for Public Policy Analysis and Management (multiple cities) Nov 2011, 2012 Association for Education Finance and Policy (multiple cities) Mar 2011, 2012, 2013 RESEARCH AND PROFESSIONAL EXPERIENCE Project Manager for Sarah Turner, University of Virginia 2013 Research Assistant, Grant Writing, Restricted-Access Data Management Research Assistant for Thomas Dee, James Wyckoff, University of Virginia 2008-2012 Alternative Teacher Certification, Teacher Mobility in Virginia, Single-sex Education in South Carolina Research Assistant for Charles Clotfelter, Helen Ladd, Jacob Vigdor, Duke University 2007-2008 Teacher Working Conditions and Mobility in North Carolina TEACHING EXPERIENCE Co-Instructor, University of Virginia U.S. Education Policy (undergraduate) Fall 2012 Education Policy (graduate) Spring 2012 Teaching Assistant, Duke University Probability and Statistical Inference Spring 2007 High School Teacher, Charlotte Latin School Physics 2003-2006 FELLOWSHIPS Bankard Fund for Political Economy Fellowship, University of Virginia ($15,000) 2013 Center for Retirement Research Dissertation Fellowship, Boston College ($28,000) 2012 Quantitative Collaborative Fellowship, University of Virginia ($2,000) 2012-2013 Pre-doctoral Fellowship, Institute of Education Sciences ($60,000) 2010-2012 .

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The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High-Poverty Schools
The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools August 2007 Donald Boyd Hamilton Lankford University at Albany University at Albany Susanna Loeb Jonah Rockoff Stanford University Columbia University James Wyckoff University at Albany We are grateful to the New York City Department of Education and the New York State Education Department for the data employed in this paper. Vicki Bernstein, Katherine Boisture, Joe Frey, Robert Gordon, Brian Jacob, Sarah Shafer, Nancy Taylor-Baumes and Nancy Willie- Schiff provided helpful comments on an earlier draft. We appreciate financial support from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute. The views expressed in the paper are solely those of the authors and may not reflect those of the funders. Any errors are attributable to the authors. I. Introduction What is the distribution of educational resources across schools and what effect do disparities in resources have on the achievement of poor and minority students? This question dates to the Coleman Report (1966), but continues to be hotly debated, involving the courts as well as federal, state and local governments. Arguably the most important educational resource is teachers. Disparities in teacher qualifications figure prominently in most educational policy discussions and are a central feature of the No Child Left Behind Act of 2001 (NCLB) which requires a "highly qualified teacher" in every classroom in a core academic subject.
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Chapter 2: Boosting Teacher Effectiveness by Eric A. Hanushek
CHAPTER 2 Boosting Teacher Effectiveness Eric A. Hanushek Over the last two decades, research on student achievement has pin- pointed the central role of teachers. While other factors—families, peers, neighborhoods—are obviously elements in a student’s learn- ing, it is the school and particularly the teachers and administra- tors who are given the public responsibility for the education of our youth. There is a general consensus that improving the effective- ness of teachers is the key to lifting student achievement, although questions remain about how best to do this. A key element in focusing attention on the importance of teacher effectiveness was research that took an outcomes-based perspective.1 By looking at differences in the growth of student achievement across different teachers instead of concentrating on just the background and characteristics of teachers, it was possi- ble to identify the true impact of teachers on students. This work, now generally called value-added analysis, demonstrated that some teachers consistently get greater learning gains year after year than other teachers. In fact, the average learning gains associated with a teacher provide a convenient metric for teacher effectiveness. Copyright © 2014 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. FinnSousa_WhatLiesAhead.indb 23 12/19/13 8:15 AM 24 Boosting Teacher Effectiveness We now have a substantial number of studies that indicate clearly how much difference teacher effectiveness makes to student outcomes. In one study of mine, teachers near the top of the qual- ity distribution got an entire year’s worth of additional learning out of their students compared to those near the bottom.2 That is, a good teacher will get a gain of 1.5 grade level equivalents while a bad teacher will get 0.5 year during a single academic year.
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How Teacher Turnover Harms Student Achievement
NBER WORKING PAPER SERIES HOW TEACHER TURNOVER HARMS STUDENT ACHIEVEMENT Matthew Ronfeldt Hamilton Lankford Susanna Loeb James Wyckoff Working Paper 17176 http://www.nber.org/papers/w17176 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 June 2011 The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2011 by Matthew Ronfeldt, Hamilton Lankford, Susanna Loeb, and James Wyckoff. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. How Teacher Turnover Harms Student Achievement Matthew Ronfeldt, Hamilton Lankford, Susanna Loeb, and James Wyckoff NBER Working Paper No. 17176 June 2011 JEL No. I21 ABSTRACT Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th and 5th grade student observations over 5 years. The results indicate that students in grade-levels with higher turnover score lower in both ELA and math and that this effect is particularly strong in schools with more low-performing and black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the composition in teacher quality.
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A BACKGROUND PAPER FOR THE HOOVER EDUCATION SUCCESS INITIATIVE A Consideration of Educator Evaluation and Compensation Reform STEVEN RIVKIN, BEN OST, ANDREW MORGAN, AND MINH NGUYEN The divergence between evidence on educator quality and labor markets on the one hand and the structure of most compensation and systems on the other raises the possibility that evaluation and compensation reform could substantially raise the quality of instruction, particularly in disadvantaged schools. Most districts offer extra teacher pay for the possession of an MA degree despite extensive evidence that it is not associated with higher-quality instruction; most districts raise teacher pay with experience even beyond those early career years in which increases in the quality of instruction are concentrated; few districts offer higher pay to teachers working in chronically low-performing schools despite difficulties attracting and retaining educators; rigorous evaluation based on supervisor observations Initiative Success Education Hoover and student outcomes has not been the norm despite evidence of the value of feedback for teacher growth.1 So why does the salary scale based on education and experience persist in most districts? Some point to politics and the strength of unions and education associations, while others focus on the difficulties inherent in getting the incentives right.2 Whatever the reason, it is challenging to design an effective personnel system that supports student growth in ways that raise longer- term education, labor market, and social outcomes. In a nutshell, educator and program effectiveness must be measured in real time despite the primacy of outcomes in the longer term. This highlights the importance of a thoughtful approach to reform that incorporates multiple measures of educator performance and mitigates unproductive behavior, including narrow teaching to a test and cheating.
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Teacher Attrition and Student Achievement
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NATIONAL CENTER for ANALYSIS of LONGITUDINAL DATA in EDUCATION RESEARCH TRACKING EVERY STUDENT’S LEARNING EVERY YEAR A program of research by the American Institutes for Research with Duke University, Northwestern University, Stanford University, University of Missouri-Columbia, University of Texas at Dallas, and University of Washington Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving HAMILTON LANKFORD SUSANNA LOEB ANDREW McEACHIN LUKE C. MILLER JAMES WYCKOFF WORKING PAPER 124 • NOVEMBER 2014 Who Enters Teaching? Encouraging Evidence that the Status of Teaching is Improving Contents Acknowledgements ....................................................................................................................................... ii Abstract ........................................................................................................................................................ iii 1. Introduction .............................................................................................................................................. 4 2. Background ............................................................................................................................................... 9 3. Data and Methods .................................................................................................................................. 12 4. Results ....................................................................................................................................................
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Prashant Loyalka
SUSANNA LOEB Barnett Family Professor of Education, Stanford University 524 CERAS, 520 Galvez Mall, Stanford, CA 94305 650-725-4262, [email protected] Positions Barnett Family Professor of Education, Stanford University 2011- present Professor: Assistant 1999-2004, Associate 2004-2009, Full 2009-present Policy Analysis for California Education (PACE). Director 2005-present Center for Education Policy Analysis (CEPA) at Stanford. Faculty 2009-present Director 2009-2015; Under prior name - Institute for Research on Education Policy and Practice (IREPP) Director 2006-09 CEPALabs. Faculty Director 2015 - present National Board for Education Sciences, Member 2012 – present, Vice Chair 2014 - present Stanford Institute for Economic Policy Research (SIEPR). Senior Fellow 2009-present National Bureau of Economic Research (NBER). Faculty Research Fellow, 2003 –present Center for Analysis of Longitudinal Data in Education Research, Member 2006-present Education PhD.- Economics, University of Michigan (1998) M.P.P. – Public Policy, University of Michigan (1994) B.A.- Political Science, Stanford University (1988) B.S.- Civil Engineering, Stanford University (1988) Journal Publications Bassok, D., Fitzpatrick, M., Greenberg, E., & Loeb, S., (Forthcoming). The Extent of Within- and Between-Sector Quality Differences in Early Childhood Education and Care. Child Development Atteberry, A., Loeb, S., & Wyckoff, J. (2015). Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. AERA-Open (Prior draft - NBER Working Paper No. 19096, 2013) Grissom, J. A., Loeb, S., & Mitani, H. (Forthcoming). Principal Time Management Skills: Explaining Patterns in Principals' Time Use, Job Stress, and Perceived Effectiveness. Journal of Educational Administration. Loeb, S., Miller, L.C., Wyckoff, J. (Forthcoming). Performance Screens for School Improvement: The Case of Teacher Tenure Reform in New York City.
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Journal American Educational Research
American Educational Research Journal http://aerj.aera.net How Teacher Turnover Harms Student Achievement Matthew Ronfeldt, Susanna Loeb and James Wyckoff Am Educ Res J 2013 50: 4 originally published online 23 October 2012 DOI: 10.3102/0002831212463813 The online version of this article can be found at: http://aer.sagepub.com/content/50/1/4 Published on behalf of American Educational Research Association and http://www.sagepublications.com Additional services and information for American Educational Research Journal can be found at: Email Alerts: http://aerj.aera.net/alerts Subscriptions: http://aerj.aera.net/subscriptions Reprints: http://www.aera.net/reprints Permissions: http://www.aera.net/permissions >> Version of Record - Jan 15, 2013 OnlineFirst Version of Record - Oct 23, 2012 What is This? Downloaded from http://aerj.aera.net by guest on January 26, 2013 American Educational Research Journal February 2013, Vol. 50, No. 1, pp. 4–36 DOI: 10.3102/0002831212463813 Ó 2012 AERA. http://aerj.aera.net How Teacher Turnover Harms Student Achievement Matthew Ronfeldt University of Michigan Susanna Loeb Stanford University James Wyckoff University of Virginia Researchers and policymakers often assume that teacher turnover harms stu- dent achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the ef- fects of teacher turnover on over 850,000 New York City fourth- and fifth- grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students.
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NBER WORKING PAPER SERIES WHO LEAVES? TEACHER ATTRITION and STUDENT ACHIEVEMENT Donald Boyd Pam Grossman Hamilton Lankford Susan
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Committee on Strengthening Science Education Through a Teacher Learning Continuum Chair SUZANNE M. WILSON Is a Professor And
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Incentives, Selection, and Teacher Performance: Evidence from Impact
NBER WORKING PAPER SERIES INCENTIVES, SELECTION, AND TEACHER PERFORMANCE: EVIDENCE FROM IMPACT Thomas Dee James Wyckoff Working Paper 19529 http://www.nber.org/papers/w19529 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 October 2013 We received exceptional research assistance from Mindy Adnot and Veronica Katz at the University of Virginia. We are grateful to the District of Columbia Public Schools for the data employed in this paper and to Scott Thompson, Kim Levengood and Austin Zentz of DCPS for addressing our questions regarding the data and IMPACT. We received financial support for this research from the Carnegie Corporation of New York and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018. The views expressed in the paper are solely those of the authors and may not reflect those of the funders. Any errors are attributable to the authors. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer- reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications. © 2013 by Thomas Dee and James Wyckoff. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source. Incentives, Selection, and Teacher Performance: Evidence from IMPACT Thomas Dee and James Wyckoff NBER Working Paper No.
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