The Impact of within and Between School Mobility on Instructional Quality and Growth
*Names in bold indicate Presenter
In this study, we examine in-field and out-of-field reassignments within and across schools and its impact on teacher instructional quality. To do so, we draw upon a unique, disaggregated dataset from the Baltimore Public School District that provides teacher, school and classroom-level data from 2012-2013 and 2013-2014. Administrative data provides information regarding school demographics as well as information on teacher demographics, teaching experience, teacher certifications, leadership experience, teaching assignments (subject and grade-level taught), and degree attainment levels for teachers. We link this data to our measure of teachers’ instructional quality: a unique 48-item student survey, assessing teachers on their ability to cultivate classroom culture, effectively deliver instruction, classroom management, and student engagment. First, we descriptively compare the instructional quality of mobile teachers to their peers. Next, we examined the extent to which instructional quality in 2012-2013 related to strategic staffing assignments in 2013-2014, as has been suggested by Atteberry (2013) and Grissom, Kalogrides, and Loeb (2013). Lastly, we model changes in teachers’ instructional practices as a function of changes in various teacher assignment strategies -- concentrating specifically on school, grade, and subject area assignments.
Preliminary finding indicate that mobile teachers are instructionally different than their non-mobile peers, particularly in their ability to engage students and manage the classroom. In-field and out-of-field switches across grades may be particularly disruptive to teachers’ instructional quality. Findings from this study may better inform policymakers, researchers and practitioners about the benefits and consequences of teacher assignment practices. Overall, findings from this study contribute new insights on the disruptive nature of principal, teacher and student mobility and its impact on developing high-quality educational environments for all students.