North Carolina Public School Teacher Transitions and Performance, 1996-2002

North Carolina public school data examines attrition and mobility of early-career teachers from 1996 to 2002 using value-added performance measures. The research, authored by Dan Goldhaber of the University of Washington, analyzes whether more effective teachers are more likely to leave teaching or challenging schools. Findings suggest the most effective teachers tend to stay in teaching and in specific schools.

Use Cases

• Modeling teacher attrition patterns based on value-added performance measures mentioned in the description
• Analyzing the mobility of effective teachers between schools of varying challenge levels
• Assessing the correlation between proxy quality indicators and direct value-added measures for early-career teachers

Strengths

• Focuses on value-added measures of teacher performance, a direct metric noted as superior to proxy indicators
• Covers a specific time period (1996-2002) and geographic region (North Carolina public schools)
• Examines a defined population of early-career teachers

Limitations

• Row count, column definitions, and file formats are unknown
• Last update date is unknown; freshness unverified
• License is closed, which may restrict usage

Provenance

Source

University of Washington, authored by Dan Goldhaber

Collection Method

Research study using teacher value-added measures for early-career teachers

Time Range

1996 to 2002

Freshness

Last update date is unknown; freshness unverified

Geography

North Carolina public schools