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While evaluation policies may shift the net differences between exiting and entering teachers and disrupt classroom environments, prior findings are mixed. This study examines how Washington, D.C. evaluation changes the composition of exiting and entering teachers, the net impact of turnover on student achievement, and the evaluation system’s role, finding continued improvements that diminish over time and limited evidence linking high-performing teachers’ exits to evaluation.",{"@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-evaluation-and-teacher-turnover-in-equilibrium-evidence-from-dc-public-schools/590897/",{"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-evaluation-and-teacher-turnover-in-equilibrium-evidence-from-dc-public-schools/590897.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","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},"Why is teacher turnover a concern for education policy?","Question",{"text":112,"@type":113},"Teacher turnover is costly for students and can harm achievement. The effects fall especially on schools serving more low-performing and Black students, where effective replacements are less likely.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study explain the effect of turnover on student outcomes?",{"text":117,"@type":113},"It identifies two mechanisms: changes in the composition of teaching effectiveness and disruption to teachers who remain and to their students.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about evaluation and teacher turnover in DC public schools?",{"text":121,"@type":113},"Turnover continues to improve teaching skills and student achievement, though the effects diminish. The study finds little evidence that high-performing teachers’ exit is associated with the evaluation system.","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},590897,1792188664,{"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,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","AERA Open  \nApril-June 2020, Vol. 6, No. 2, pp. 1–21 DOI: 10. 1177/2332858420932235  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2020. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nTeacher Evaluation and Teacher Turnover in Equilibrium: Evidence From DC Public Schools  \nJessalynn James   \nAnnenberg Institute, Brown University  \nJames H. Wyckoff  \nUniversity of Virginia  \nTeacher turnover is an enduring concern in education policy and can incur substantial costs to students. Policies often address turnover broadly, yet effects turn on net differences in the effectiveness of exiting and entering teachers, in addition to the disruption dealt to classrooms. Recent research has shown mixed effects of teacher evaluation policies, but even where evaluation-induced differential turnover initially benefited students, gains might disappear or reverse as the stock of less effective teachers exits and if more effective teachers view high-stakes evaluation as burdensome. We examine evaluation– induced changes to the composition of exiting and entering teachers in Washington, D.C., the net effect of turnover on student achievement, and the role that evaluation played in teacher turnover. We find that turnover continues to improve teaching skills and student achievement, although effects have diminished. We find little evidence that high-performing teachers’ exit is associated with the evaluation system.  \nKeywords: descriptive analysis, econometric analysis, educational policy, evaluation, quasi-experimental analysis, school/teacher effectiveness, teacher turnover, urban education  \nFew topics in education policy receive more attention than teacher turnover. Research documents substantial negative effects on student achievement. Effects are felt disproportionately by schools with more low-performing and Black students (e.g., Ronfeldt et al., 2013)—the students for whom teacher turnover is greatest and for whom receiving an effective replacement is least likely. But turnover is not a concern for low-performing schools alone, nor is it a recent phenomenon. Teacher turnover arises in policy discussions spanning teacher preparation, school finance, student achievement, accountability, and school leadership. The scope ofits implications has created a sense of urgency, and policymakers embrace a variety of proposals to mitigate teacher turnover. These policies, however, along with much research, often treat teacher retention as unambiguously beneficial (CarverThomas & Darling-Hammond, 2019; Ingersoll, 2001; National Commission on Teaching and America’s Future, 2003), despite broad recognition that teaching quality varies widely. In the absence of valid and reliable measures of teacher effectiveness and given the available evidence that teacher turnover harms students, such an approach may be appropriate. However, most states and school districts have recently revised their teacher evaluation systems, providing  \nopportunities for more targeted—and therefore more effective—turnover policies.  \nTurnover’s effects on student outcomes depend on two mechanisms: (1) changes in the composition of teaching effectiveness and (2) the disruptive effect on teachers who remain and their students (Ronfeldt et al., 2013) . The compositional effect is conceptually uncertain and turns on the differential effectiveness of exiting and entering teachers. A decade ago, The New Teacher Project (TNTP) highlighted this issue in The Widget Effect (Weisberg et al., 2009), documenting the widespread practice of treating teachers, regardless of effectiveness, as interchangeable. The report proposed that valid and reliable teacher evaluation would provide credible evidence of strong performance by some teachers. This recognition would be both an intrinsic reward and a mechanism for incentivizing performance and retention through compensatio","cbCaieEkjX6YfcQn","https://ap.wps.com/l/cbCaieEkjX6YfcQn","pdf",1538236,21,"English","# Overview\n## Policy relevance and existing research\n## Mechanisms linking turnover to outcomes\n## Assumptions behind targeted evaluation-based retention","[{\"question\":\"Why is teacher turnover a concern for education policy?\",\"answer\":\"Teacher turnover is costly for students and can harm achievement. The effects fall especially on schools serving more low-performing and Black students, where effective replacements are less likely.\"},{\"question\":\"How does the study explain the effect of turnover on student outcomes?\",\"answer\":\"It identifies two mechanisms: changes in the composition of teaching effectiveness and disruption to teachers who remain and to their students.\"},{\"question\":\"What do the findings suggest about evaluation and teacher turnover in DC public schools?\",\"answer\":\"Turnover continues to improve teaching skills and student achievement, though the effects diminish. The study finds little evidence that high-performing teachers’ exit is associated with the evaluation system.\"}]","Teacher Evaluation and Teacher Turnover in Equilibrium - Evidence From DC Public Schools | PDF",1792070684,53]