Item Details

Improving Teacher Quality and Student Outcomes in D.C. Public Schools

Katz, Veronica
Format
Thesis/Dissertation; Online
Author
Katz, Veronica
Advisor
Wyckoff, James
Abstract
The three chapters of this dissertation use quasi-experimental methods to examine the effects of policies designed to improve teacher quality and student outcomes in D.C. Public Schools (DCPS). Using detailed administrative data at the school, teacher, and student level, I assess whether specific features of DCPS’ high-stakes teacher evaluation and compensation system are associated with improvements in teacher quality and student achievement. Each chapter of this dissertation focuses on a different mechanism to improve teacher quality. The first chapter is a co-authored paper that examines whether teacher turnover can be leveraged to improve student achievement. The second chapter examines whether performance-based financial incentives can encourage high-performing teachers to teach, and stay, in low-performing schools. The third chapter examines whether targeted financial incentives are associated with differences in teacher development. Taken together, the three chapters of this dissertation provide a comprehensive evaluation of DCPS’ efforts to improve teacher quality and student outcomes. More generally, this work is intended to inform ongoing education policy reforms and the perennial pursuit of improved teacher quality in public schools.
Language
English
Date Received
20170428
Published
University of Virginia, Curry School of Education, PHD (Doctor of Philosophy), 2017
Published Date
2017-05-01
Degree
PHD (Doctor of Philosophy)
Collection
Libra ETD Repository
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