Hiring late has long-term impacts

Hiring late has long-term impacts
 
A study by John Papay and Matthew Kraft from Brown University considers the impact of schools hiring new teachers after the school year has started.
The researchers used a comprehensive administrative dataset from a large, urban school district in the southern U.S. that includes student, teacher, and test records from the 1999-2000 to the 2009-2010 school years.
They found that students in grades four through eight in classrooms with teachers hired after the start of the school year do worse than their peers with other newly hired teachers (effect size= -0.042 SD in math, -0.026 SD in reading). A substantial part of this effect comes from temporary disruptions that affect teachers and students in the year when a teacher is hired late. In math, but not in reading, they found that schools that hire late lose stronger candidates. Finally, they found that teachers who were hired late leave their schools, and the district, at much greater rates than their peers who are hired on time, which may have negative impacts on other teachers and students in the school. Thus, delayed hiring prevents schools from hiring, supporting, and retaining effective teachers.

Johns Hopkins University 

Research in Brief

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