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The study estimates teachers’ expressed preferences for work in low-performing schools in Tennessee using adaptive conjoint analysis. It evaluates school attributes across fixed characteristics, employment structures, and modifiable processes. Results show strong preferences for administrative support and discipline enforcement, plus higher salary, validated with administrative data on teachers’ revealed choices.",{"@graph":69,"@context":126},[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/what-teachers-want-school-factors-predicting-teachers-decisions-to-work-in-low-performing-schools/590966/",{"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/what-teachers-want-school-factors-predicting-teachers-decisions-to-work-in-low-performing-schools/590966.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about teachers’ decisions in low-performing schools?","Question",{"text":112,"@type":113},"It examines expressed preferences for teachers who have worked in low-performing schools in Tennessee and how specific school factors relate to their employment decisions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which school attributes are included in the study’s analysis?",{"text":117,"@type":113},"The study considers fixed school characteristics, structural features of employment, and malleable school processes that schools can change.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors do teachers prefer most according to the results?",{"text":121,"@type":113},"Teachers show strong preferences for administrative support and discipline enforcement, along with a higher salary as a structural feature.",{"name":123,"@type":110,"acceptedAnswer":124},"How are the study’s findings validated?",{"text":125,"@type":113},"The authors validate the results using administrative data reflecting teachers’ revealed preferences rather than only survey responses.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590966,1792190216,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","American Educational Research Journal February 2021, Vol. 58, No. 1, pp. 201–233 DOI: 10.3102/0002831220930199  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2020 AERA. [http://aerj](http://aerj).[aera.net](aera.net)  \nWhat Teachers Want:  \nSchool Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools  \nSamantha Viano  \nGeorge Mason University  \nLam D. Pham North Carolina State University Gary T. Henry  \nUniversity of Delaware  \nAdam Kho  \nUniversity of Southern California  \nRon Zimmer  \nUniversity of Kentucky  \nAttracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.  \nKEYWORDS: low-performing schools, survey methods, teacher preferences, turnaround schools, working conditions  \nAlong with compelling research that finds teachers influence  \nachievement gains more than any other school-based factor  \nstudent (Chetty  \net al., 2014; Jackson, 2012; Koedel & Betts, 2007; Rivkin et al., 2005; Rockoff, 2004; Jackson et al., 2014), recent research suggests that recruiting and retaining effective teachers to serve in the lowest performing schools is integral to the success of reforming those schools (Dee, 2012; Henry et al. , 2020; Papay & Hannon, 2018; Strunk et al. , 2016; Sun et al. , 2017) . After  \nViano et al.  \nthe disappointing results from initial federal investments in comprehensive school reform, studies in California, Tennessee, Massachusetts, and Ohio found positive effects of school turnaround reforms that required substantial teacher replacements (Carlson & Lavertu, 2018; Dee, 2012; Johnson & Heal, 2017; Papay & Hannon, 2018; Player & Katz, 2016; Strunk et al., 2016; Sun et al., 2017; Zimmer et al., 2017) . Moreover, several studies suggest that schools replacing more staff also produced larger positive effects than schools replacing fewer staff (Dee, 2012; Strunk et al. , 2016; Sun et al. , 2017) . In addition, a study of Tennessee’s district turnaround networks, known as Innovation Zones, found that nearly 40% of their initial positive effect can be explained by hiring more effective teachers (Henry et al., 2020) . The same study found that after initially hiring effective teachers, high rates of teacher turnover suppressed potential positive effects in schools taken over by Tennessee’s statewide turnaround model, called the Achievement School District (ASD) .  \nThese studies highlight the importance of teacher recruitment and retention in turnaround schools; however, prior studies have also shown that low-  \nSAMANTHA VIANO is an assistant professor of education in the College of Education and Human Development at George Mason University, 4400 University Drive, MS 4C2, Fairfax, VA 22030, USA; e-mail: [sviano@gmu.edu](sviano@gmu.edu. Her)[. Her](sviano@gmu.edu. Her) research focuses on evaluating policies and assessing school contexts that predominantly affect at-risk or traditionally marginalized student populations and their teachers. Her current research projects include evaluations of online credit recovery, implementation of school resource officers in elementary schools, and an improvement science-based approach to school improvement.  \nLAM","cbCaiclZlsjRl8Ao","https://ap.wps.com/l/cbCaiclZlsjRl8Ao","pdf",1579192,33,"English","# Study Focus\n## Teacher recruitment and retention in low-performing schools\n# Methodology\n## Adaptive conjoint analysis survey design\n# School Attributes Examined\n## Fixed characteristics\n## Employment structure\n## Malleable school processes\n# Findings and Validation\n## Preferences for administrative support and discipline enforcement\n## Importance relative to fixed characteristics\n## Validation with administrative data","[{\"question\":\"What does the study investigate about teachers’ decisions in low-performing schools?\",\"answer\":\"It examines expressed preferences for teachers who have worked in low-performing schools in Tennessee and how specific school factors relate to their employment decisions.\"},{\"question\":\"Which school attributes are included in the study’s analysis?\",\"answer\":\"The study considers fixed school characteristics, structural features of employment, and malleable school processes that schools can change.\"},{\"question\":\"What factors do teachers prefer most according to the results?\",\"answer\":\"Teachers show strong preferences for administrative support and discipline enforcement, along with a higher salary as a structural feature.\"},{\"question\":\"How are the study’s findings validated?\",\"answer\":\"The authors validate the results using administrative data reflecting teachers’ revealed preferences rather than only survey responses.\"}]","What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools | PDF",1792070826,83]