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The Impact of Assessment and Accountability on Teacher Recruitment and Retention

Are There Unintended Consequences?

State University of New York at Albany

Hamilton Lankford

State University of New York at Albany

Susanna Loeb

Stanford University, California

James Wyckoff

State University of New York at Albany

This article uses data on every teacher in New York State public elementary schools from 1994-1995 through 2001-2002 to examine the response of teachers to the implementation of state-mandated testing. The authors ask whether the introduction of testing in the fourth grade has increased the turnover of fourth-grade teachers, whether testing differentially affected the decisions of teachers with particular attributes, and whether the characteristics of teachers entering the fourth grade changed with the introduction of testing. The authors find that the turnover rate of fourth-grade teachers decreased relative to teachers in other elementary grades since testing began. In addition, entering fourth-grade teachers are less likely to be inexperienced teachers than those moving into other elementary school grades.

Key Words: educational accountability • education policy

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