Florida

This paper assesses the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. High and low-quality teachers are more likely to leave than those in the middle of the distribution. In contrast, the relationship between teacher productivity and inter-school mobility is relatively weak. Teachers who rank above their faculty colleagues are more likely to transfer to a new school within a district and exit teaching.

In this paper we consider the challenges involved in evaluating teacher preparation programs when controlling for school contextual bias. Including school fixed effects in the achievement models used to estimate preparation program effects controls for school environment by relying on differences among student outcomes within the same schools to identify the program effects. However, identification of preparation program effects using school fixed effects requires teachers from different programs to teach in the same school.

Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a traditional teacher preparation program has skyrocketed. In this paper I use a rich longitudinal data base from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues.