*Names in bold indicate Presenter
Our empirical approach examines how different forms of teacher turnover (e.g., voluntary attrition or forced separation) influence subsequent student outcomes within the affected school-grade cells. This approach parallels methods employed by Chetty, Friedman and Rockoff (2011) as well as Rivkin, Hanushek, and Kain (2005), Jackson and Bruegmann (2009), and Ronfeldt, Loeb, and Wyckoff (2013). At its core, this methodology exploits the teacher turnover that occurs across adjacent cohorts within each school as an exogenous source of variation in teacher quality. In general, we suspect teacher turnover is likely to be non-random: the unobserved school traits that influence teacher turnover are also likely to influence student achievement. However, the variation isolated by our approach – the year-to-year variation in teacher turnover within given school-by-grade cells – may be a plausibly exogenous determinant of student achievement. Thus, we observe the effects of different forms of teacher turnover on student achievement. Because teacher turnover during the IMPACT era is closely related to its design features, these results will provide important evidence on whether IMPACT has shaped teacher quality as evidenced by changes in student performance.