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Using longitudinal administrative achievement data from both tested and untested grades, along with teacher survey data from a large urban district, the study analyzes responses in allocating teachers to high- and low-stakes classrooms. Findings show performance measures predict placement into tested and high-stakes assignments, with early-grade disadvantages and persistent impacts on subsequent tested performance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/strategic-staffing-how-performance-pressures-affect-the-distribution-of-teachers-within-schools-and-resulting-student-achievement/590593/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/strategic-staffing-how-performance-pressures-affect-the-distribution-of-teachers-within-schools-and-resulting-student-achievement/590593.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do performance pressures influence teacher placement in schools?","Question",{"text":63,"@type":64},"Teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in tested classrooms the following year.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do the study’s results show about early-grade impacts?",{"text":68,"@type":64},"In elementary schools, strategic teacher assignment disadvantages early grades by concentrating less effective teachers in K–2 classrooms, lowering subsequent math and reading gains.",{"name":70,"@type":61,"acceptedAnswer":71},"Does early-grades achievement affect later tested grades?",{"text":72,"@type":64},"Yes. 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[http://aerj](http://aerj).[aera.net](aera.net)  \nStrategic Staffing?  \nHow Performance Pressures Affect the Distribution of Teachers Within Schools and Resulting Student Achievement  \nJason A. Grissom  \nVanderbilt University  \nDemetra Kalogrides  \nSusanna Loeb  \nStanford University  \nSchool performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data—including achievement data from untested grades—and teacher survey data from a large urban district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such ‘‘strategic’’ teacher assignment disadvantages early grades, concentrating less effective teachers in K–2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower K–2 math and reading achievement gains. Moreover, evidence suggests that students’ lower early-grades achievement persists into subsequent tested grades.  \nKEYWORDS: accountability, early learning, principals, student achievement, teacher placement  \nEvidence abounds that schools respond strategically to the pressures of  \nhigh-stakes accountability systems in both productive and unproductive ways. Researchers have documented a long list of unintended responses to these pressures, including gaming the composition of the population by suspending low achievers during the testing window or reclassifying them as learning disabled (e.g., Figlio, 2006; Jacob, 2005), focusing school resources away from lower achievers toward those near proficiency cutoffs (BooherJennings, 2005), or cheating by altering students’ responses to test items (Jacob & Levitt, 2003) . More productively, accountability pressures push  \nGrissom et al.  \nschools to increase instructional time, focus teacher attention on core subjects, provide supplemental educational services for struggling students, and expand time for teacher collaboration (see Dee, Jacob, & Schwartz, 2013; Hannaway & Hamilton, 2008; Jacob & Lefgren, 2004; Rouse, Hannaway, Goldhaber, & Figlio, 2007) . Some recent evidence suggests that strategic behavior seeking to improve student test performance may also extend to how schools make decisions about their teacher workforce. For example, in interviews principals report engaging in strategic hiring, assignment, development, and dismissal practices with the goal of improving their schools’ average test performance (Cohen-Vogel, 2011) . However, research documenting these strategic talent management decisions systematically or linking them explicitly to accountability pressures or subsequent impacts is scarce.  \nIn this article, we focus specifically on one area of strategic staffing that Cohen-Vogel (2011) identified: assignments of teachers to students and classes. While a long literature has examined the sorting of teachers across schools—and repeatedly documented the matching of better qualified teachers toward higher achieving students (e.g., Clotfelter, Ladd, & Vigdor, 2006; Lankford, Loeb, & Wyckoff, 2002)—a small literature has begun to consider teacher assignment decisions within schools as well. For example, despite research demonstrating that beginning teachers are less effective (Nye, Konstantopoulos, & Hedges, 2004; Rockoff, 2004), schools systematically assign less experienced teachers to lower performing students, though evidence also suggests that this tendency is less pronounced in high","cbCaiu9EwH982MXl","https://ap.wps.com/l/cbCaiu9EwH982MXl","pdf",235464,38,"English","# Strategic Staffing?\n## Performance pressures and teacher assignment patterns\n## Evidence and implications for student achievement","[{\"question\":\"How do performance pressures influence teacher placement in schools?\",\"answer\":\"Teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in tested classrooms the following year.\"},{\"question\":\"What do the study’s results show about early-grade impacts?\",\"answer\":\"In elementary schools, strategic teacher assignment disadvantages early grades by concentrating less effective teachers in K–2 classrooms, lowering subsequent math and reading gains.\"},{\"question\":\"Does early-grades achievement affect later tested grades?\",\"answer\":\"Yes. Evidence suggests lower achievement in early grades persists into subsequent tested grades.\"}]","Strategic Staffing? - How Performance Pressures Affect the Distribution of Teachers Within Schools and Resulting Student Achievement | PDF",1792069987,96]