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Thompson says America must "unchoose" policies that have led to mass incarceration

Axinn says new data on campus rape will "allow students to see for themselves the full extent of this problem"

Frey says white population is growing in Detroit and other large cities


Susan Murphy to speak at U-M kickoff for data science initiative, Oct 6, Rackham

Andrew Goodman-Bacon, former trainee, wins 2015 Nevins Prize for best dissertation in economic history

Deirdre Bloome wins ASA award for work on racial inequality and intergenerational transmission

Bob Willis awarded 2015 Jacob Mincer Award for Lifetime Contributions to the Field of Labor Economics

Next Brown Bag

Monday, Oct 5 at noon, 6050 ISR
Colter Mitchell: Biological consequences of poverty

Race, poverty, and teacher mobility

Publication Abstract

Scafidi, B., D.L. Sjoquist, and Todd R. Stinebrickner. 2007. "Race, poverty, and teacher mobility." Economics of Education Review, 26:145-159.

This paper provides information about the importance of non-pecuniary school characteristics, such as race and poverty, on teacher turnover in Georgia. Simple descriptive statistics indicate that new teachers are more likely to leave schools with lower test scores, lower income, or higher proportions of minorities. A linear probability and a competing risks model of transitions out of first teaching jobs allow us to separate the importance of these highly correlated school characteristics. The estimates imply that teachers are much more likely to exit schools with large proportions of minority students, and that the other univariate statistical relationships are driven to a large extent by their correlation with the minority variable. Thus, while the common notion that teachers are more likely to leave high poverty schools is correct, it occurs because teachers are more likely to leave a particular type of poor school-one with a large proportion of minorities.

DOI:10.1016/j.econedurev.2005.08.006 (Full Text)

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