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dc.contributor.advisorArdon, Kenen_US
dc.contributor.authorRivera, Tatiana
dc.creatorRivera, Tatianaen_US
dc.date2021-11-24T14:05:38.000en_US
dc.date.accessioned2021-11-29T11:32:50Z
dc.date.available2021-11-29T11:32:50Z
dc.date.issued2019-05-01en_US
dc.date.submitted2019-10-10T15:16:44-07:00en_US
dc.identifierhonors_theses/240en_US
dc.identifier.urihttp://hdl.handle.net/20.500.13013/719en_US
dc.description.abstractThis paper attempts to analyze the impact that teacher retention has on student achieving. This study estimates the effects of teacher retention on 324 10th grade high school ELA and Math MCAS scores in Massachusetts as a whole while also including economically disadvantaged and English as a Second Language selected-student populations. The results indicate that teacher retention specifically does not have much of an effect on their scores. The effects appeared to be slightly greater with the ELA MCAS scores in schools that are low-performing where the retention rates are lower due to the economically disadvantaged populations.en_US
dc.titleHow Does Teacher Retention Affect Student Achievement?en_US
dc.typeThesisen_US
dc.legacy.pubstatuspublisheden_US
dc.description.departmentEconomicsen_US
dc.date.displayMay-19en_US
dc.type.degreeBachelor of Arts (BA)en_US
dc.legacy.pubtitleHonors Thesesen_US
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1240&context=honors_theses&unstamped=1en_US
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/honors_theses/240en_US
dc.legacy.identifierfilehttps://digitalcommons.salemstate.edu/context/honors_theses/article/1240/type/native/viewcontenten_US


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