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Using longitudinal panel data from New York City (1974–2010), the study compares four kinds of “newness” assignments: new to teaching, district, school, and new to a specific subject/grade. Students are assigned to within-school churn teachers nearly four times more often than to new teachers, and churning produces negative achievement effects, roughly one-third the magnitude of effects from having a new teacher. Historically underserved students are slightly more likely to be assigned to churning teachers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-churning-reassignment-rates-and-implications/602546/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-churning-reassignment-rates-and-implications/602546.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “teacher churning” mean in this study?","Question",{"text":112,"@type":113},"It refers to teacher assignment switching within the same school, such as moving grades and/or subjects even when teachers remain at the school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does teacher churning affect student achievement?",{"text":117,"@type":113},"The study finds negative effects from having a churning teacher, with effect sizes about one third of the impact associated with having a new teacher.",{"name":119,"@type":110,"acceptedAnswer":120},"Which students are more likely to be assigned to churning teachers?",{"text":121,"@type":113},"Historically underserved students are slightly more likely to be assigned to churning teachers, and overall churn is relatively frequent.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602546,1792209110,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis March 2017, Vol. 39, No. 1, pp. 3–30 DOI: 10.3102/0162373716659929  \n© 2016 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nTeacher Churning: Reassignment Rates and Implications  \nfor Student Achievement  \nAllison Atteberry  \nUniversity of Colorado Boulder  \nSusanna Loeb  \nStanford University  \nJames Wyckoff  \nUniversity of Virginia  \nEducators raise concerns about what happens to students when they are exposed to new or new-toschool teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. We find negative effects of having a churning teacher of about one third the magnitude of the effect of a new teacher. However the average student is assigned to churning teachers four times more often than to new teachers, and historically underserved students are slightly more likely to be assigned to churning teachers.  \nKeywords: achievement, educational policy, policy analysis, quasi-experimental analysis,  \nsecondary data analysis, teacher education/development, teacher research  \nIntroduction  \nEducators raise concerns about what happens to students when they are exposed to new teachers or teachers who are new to a school. These teachers face the challenge of preparing a year’s worth of new material, perhaps in an unfamiliar work environment. However, even when teachers remain in the same school they can switch assignments—teaching either a different grade or a different subject than they have taught before. Although there exists some quasiexperimental literature on the effects for student achievement of being new to the profession (e.g., Rockoff, 2004) or to a school (Hanushek & Rivkin, 2010), to date there is little evidence about how much within-school churn typically happens and how it affects students. We use longitudinal panel data from New York City from 1974 to 2010 to document the phenomenon, and we tie assignment-switching behaviors to  \navailable student achievement in the period since 1999.  \nWe find that in any given year, students are nearly four times more likely to be assigned to a teacher who has undergone a within-school assignment switch than a teacher who is new to teaching. We also document that, on average in New York City each year, over 40% of teachers are new to their post in one of the following ways: new to the profession, new to New York City (transferred from another district), new to their school, or in the same school but new to their subject/grade assignment. Given this notable rate at which teachers are new to their positions in some way, we use a variety of fixed effects approaches to estimate the link between student achievement and these various forms of being new to one’s job assignment. We particularly focus on within-school switches given that we find that over half of all switches are of this  \nAtteberry et al.  \ntype and we know so little about how students are affected by it.  \nBackground  \nAs with most professions, on average teachers exhibit returns to experience particularly during the early career (Atteberry, Loeb, & Wyckoff, 2015; Boyd, Lankford, Loeb, Rockoff,& Wyckoff, 2008; Clotfelter, Ladd, & Vigdor, 2007; Harris & Sass, 2011; Ost, 2009; Papay & Kraft, 2015; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004) . Teachers likely improve overtime because they gain familiarity and fluency both with the act of teaching itself, as well asthe interpersonal demands of the profession. However, many factors are correlated with how much teachers improve over time, including prior training and pathway into the profession (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009; Kane, Rockoff, & Staiger, 2008), on-thejob professional development (Yoon, 2007), the strength of school leadership (Boyd et al., 2011; Grissom, 2011), the","cbCaifaR5cNrB4tG","https://ap.wps.com/l/cbCaifaR5cNrB4tG","pdf",727353,28,"English","# Introduction\n# Background\n# Teacher Reassignment Within Schools","[{\"question\":\"What does “teacher churning” mean in this study?\",\"answer\":\"It refers to teacher assignment switching within the same school, such as moving grades and/or subjects even when teachers remain at the school.\"},{\"question\":\"How does teacher churning affect student achievement?\",\"answer\":\"The study finds negative effects from having a churning teacher, with effect sizes about one third of the impact associated with having a new teacher.\"},{\"question\":\"Which students are more likely to be assigned to churning teachers?\",\"answer\":\"Historically underserved students are slightly more likely to be assigned to churning teachers, and overall churn is relatively frequent.\"}]","Teacher Churning - Reassignment Rates and Implications | PDF",1792094854,71]