Jason A. Grissom
230 Appleton Place
Nashville, TN 37203-5721
Institutional Affiliation: Vanderbilt University
NBER Working Papers and Publications
|June 2013||Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency|
with Susanna Loeb, Nathaniel Nakashima: w19108
Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary transfer policies or their effects on schools, teachers, or students. This article uses administrative data from Miami-Dade County Public Schools to investigate the implementation and effects of the district's involuntary transfer policy, including which schools transferred and received teachers, which teachers were transferred, what kinds of teachers replaced them in their former schools, and how their performance--as measured by their work absences and value-added in math and reading--compared before and a...
Published: Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency Jason A. Grissom, Susanna Loeb andNathaniel A. Nakashima Journal of Policy Analysis and Management Volume 33, Issue 1, pages 112–140, Winter 2014
|November 2012||Using Student Test Scores to Measure Principal Performance|
with Demetra Kalogrides, Susanna Loeb: w18568
Expansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empirical models to reflect these approaches, examines the properties of these models, and compares the results of the models empirically using data from a large urban school district. The paper then assesses the degree to which the estimates from each model are consistent with measures of principal performance that come from sources other...
Published: J. A. Grissom & D. Kalogrides & S. Loeb, 2015. "Using Student Test Scores to Measure Principal Performance," Educational Evaluation and Policy Analysis, vol 37(1), pages 3-28.