This paper examines the mobility of early-career teachers of varying quality—measured using value-added methods—and focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers remain in the profession and stay in their...

Education Week commentary.

This paper clarifies four areas of confusion about value-added methodology and its role in teacher evaluation: (1) use of value-added information; (2) consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective; (3) reliability of...

In this study, we describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school students from Washington State. Our findings indicate that CTE students are less likely to enroll in college overall, especially four-year...