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Educator labor markets
Using data with detailed instructor employment information from a state college system, this study examines disciplinary variations in the characteristics and effects of non-tenure-track faculty hired through temporary and long-term employment. We identify substantial differences in the demographic and employment characteristics between the two types of non-tenure-line faculty, where the differences are most pronounced in STEM fields at four-year colleges. Using an instrumental variables strategy to address student sorting, our analyses indicate that taking introductory courses with temporary adjuncts reduces subsequent interest, and the effects are particularly large in STEM fields at four-year colleges. Long-term non-tenure faculty are generally comparable to tenure-track faculty in student subsequent interest, but tenure-track faculty are associated with better subsequent performance in a handful of fields.
Improving college reputation can potentially impact both college choice and graduates’ early labor market performance. We study how one common practice to improve college reputation – colleges changing their names to signal higher quality – affects these two outcomes. Using a large administrative dataset from China, we show that colleges who change their names attract more qualified applicants, with larger effects among applicants who have less information about the college. These impacts persist over time, suggesting that name changes have self-reinforcing effects. To understand how name changes impact college graduates’ labor market performance, we conduct a resume audit study to estimate how listing a college’s new (vs. old) name affects employers’ recruitment decisions. We observe a small beneﬁt for new college names in most jobs, but a penalty in jobs with low skill and experience requirements, which is consistent with employers responding rationally to how college name changes affect student aptitude.
Academic origins in economics departments, defined as the universities at which tenure-track faculty completed their doctoral studies, may have implications for how the department’s undergraduate and PhD students are trained and placed, as well as the type of research produced. In this project, we use roster data on the academic origins of the tenure-track faculty at 96 U.S. economics departments with graduate degrees. We use these data to document patterns in academic origins across several dimensions, including department ranking, gender, rank (Assistant, Associate, Full Professor), and geography. We find that 1) over half of the faculty of each of eight top departments received their PhD from one of these same universities; 2) at least half of faculty from all top-25 departments come from top-15 universities; 3) over half of Harvard and MIT faculty received their PhD at either Harvard or MIT; and 4) over half of all faculty in the study come from top-15 universities, with Harvard, MIT, and the rest of the top six disproportionately represented. The first and third findings are more pronounced for female faculty.
Numerous studies have considered the important role of cognition in estimating the returns to schooling. How cognitive abilities affect schooling may have important policy implications, especially in developing countries during periods of increasing educational attainment. Using two longitudinal labor surveys that collect direct proxy measures of cognitive skills, we study the importance of specific cognitive domains for the returns to schooling in two samples. We instrument for schooling levels and we find that each additional year of schooling leads to an increase in earnings by approximately 18-20 percent. The estimated effect sizes—based on the two-stage least squares estimates—are above the corresponding ordinary least squares estimates. Furthermore, we estimate and demonstrate the importance of specific cognitive domains in the classical Mincer equation. We find that executive functioning skills (i.e., memory and orientation) are important drivers of earnings in the rural sample, whereas higher-order cognitive skills (i.e., numeracy) are more important for determining earnings in the urban sample. Although numeracy is tested in both samples, it is only a statistically significant predictor of earnings in the urban sample. (JEL I21, F63, F66, N37)
COVID-19 shuttered schools across the United States, upending traditional approaches to education. We examine teachers’ experiences during emergency remote teaching in the spring of 2020 using responses to a working conditions survey from a sample of 7,841 teachers across 206 schools and 9 states. Teachers reported a range of challenges related to engaging students in remote learning and balancing their professional and personal responsibilities. Teachers in high-poverty and majority Black schools perceived these challenges to be the most severe, suggesting the pandemic further increased existing educational inequities. Using data from both pre-post and retrospective surveys, we find that the pandemic and pivot to emergency remote teaching resulted in a sudden, large drop in teachers’ sense of success. We also demonstrate how supportive working conditions in schools played a critical role in helping teachers to sustain their sense of success. Teachers who could depend on their district and school-based leadership for strong communication, targeted training, meaningful collaboration, fair expectations, and recognition of their efforts were least likely to experience declines in their sense of success.
High rates of principal turnover nationally mean that school districts constantly are called on to recruit and select new principals. The importance of a school’s principal makes choosing candidates who will be effective paramount, yet we have little evidence linking information known to school districts at time of selection to principal’s future job performance. Using data from Tennessee, we test the degree to which observable information about novice principals from prior to entry, including qualifications, work history information, and effectiveness in prior roles, predicts practice ratings assigned to them in their initial years in the principalship. We find that educational attainment and years of experience in other jobs hold little predictive power. Performance ratings received as an assistant principal (AP) or teacher, however, do predict principal effectiveness. Moreover, APs who previously worked in schools with highly rated principals are more likely to be effective upon transitioning into the principalship.
Assistant principals are important education personnel, both as essential members of school leadership teams and apprentice principals. However, empirical evidence on their career outcomes remains scarce. Using statewide administrative data from Tennessee and Missouri, we provide the first comprehensive analysis of AP mobility. While prior work focuses only on AP promotions into principal positions, we also account for APs who exit school leadership and transfer to a different school. We find yearly mobility rates of 25–28%, with 10% of APs leaving school leadership, 7.5% changing schools, and 7.5–10% becoming principals. We also document a strong relationship between AP mobility and principal turnover, where higher-performing APs are substantially more likely to replace their departing principal. Principal transitions also appear to increase the likelihood that APs exit school leadership and change schools, highlighting an additional cost of high rates of principal churn.
Teacher evaluation policies seek to improve student outcomes by increasing the effort and skill levels of current and future teachers. Current policy and most prior research treats teacher evaluation as balancing two aims: accountability and skill development. Proper teacher evaluation design has been understood as successfully weighting the accountability and professional growth dimensions of policy and practice. I develop a model of teacher effectiveness that incorporates improvement from evaluation and detail conditions which determine the effectiveness of teacher evaluation for growth and accountability at improving student outcomes. Drawing on empirical evidence from the personnel economics, economics of education and measurement literatures, I simulate the long-term effects of a set of teacher evaluation policies. I find that those that treat evaluation for accountability and evaluation for growth as substitutes outperform policies that treat them as complements. I conclude that optimal teacher evaluation policies would impose accountability on teachers performing below a defined level and above which teachers would be subject to no accountability pressure but would receive intensive instructional supports.
Improving schools depends on attracting talented teachers and fostering retention, both made possible by appealing to teacher preferences. I deploy a discrete-choice experiment in a setting where teachers have reason to reveal their preferences. Those data allow me to calculate willingness-to-pay for a comprehensive set of workplace attributes including salary structure, retirement benefits, performance pay, class size, and time-to-tenure. Schools can improve the appeal of teaching by shifting compensation into vehicles with greater WTP-to-cost ratios. Highly rated teachers have stronger preferences for schools offering performance pay, which may be used to differentially attract and retain them. Under various criteria, schools seem to underpay in salary and performance pay while overpaying in retirement benefits.