Want a leg up in school? Don’t attend one near a state border.
That’s the surprising finding of a new study published in the Economics of Education Review. The likely culprit: certification and pension rules that discourage teachers from moving between states, limiting the labor pool on each side of the border.
The peer-reviewed paper focuses on test scores at public middle schools near a state boundary. Eighth-graders attending those schools, the researchers find, perform consistently worse in math than students at non-boundary schools. (The results are negative in reading, too, but smaller and not always statistically significant.)
One reason the findings ought to catch the attention of policymakers across the country: the data comes from 33 states, including big ones like Florida, New York, and Texas.
“We estimate that roughly 670,000 students are enrolled in middle schools nationally that are [considered] ‘intensely affected’ by a state boundary in our study,” the researchers write.
Of course, schools and students are not randomly assigned to be near state boundaries, so the study can’t definitively conclude that boundaries are the cause of lower performance. But the researchers—Dongwoo Kim, Cory Koedel, Shawn Ni, and Michael Podgursky, all of the University of Missouri—control for a number of student characteristics that might affect performance.
And while the study can’t pinpoint why a boundary seems to hurt test scores, the researchers have a theory: “state-specific pension and licensing policies” that discourage teachers from moving between states, likely forcing border schools to draw from a more limited pool of potential teachers.
In some places, those pension rules mean a substantial loss of retirement wealth if teachers move states mid-career. Complicated licensure rules that in some cases require experienced teachers to take certification exams or obtain additional degrees can also make that kind of switch practically difficult. Other research has found that teachers rarely move across state lines, even if they live near a boundary.
Why might that harm performance of schools near state lines?
Say a school in New York City has two science teachers and no math teachers, while a school right across the river in New Jersey has two math teachers and no science teachers. If each school needs exactly one teacher per subject, the solution is easy in theory: The New York City school gets a math teacher and loses a science one, and vice versa for the New Jersey school. But if certification or pension rules prevent that from happening, both schools lose out—and student achievement might suffer.
States aren’t typically eager to change those policies, though, for several reasons.
For one, states that require prospective teachers to clear a high bar to become certified may worry that making it too easy for an out-of-state teacher to receive a license could reduce teacher quality. A study from North Carolina provides some evidence for this argument, showing that teachers trained elsewhere were less effective than teachers trained in-state, though the difference was very small.
Another argument is that limiting teachers’ ability to bring pension money along with them when they move helps states hold on to their educators—even if they are in turn harmed when they can’t recruit teachers from elsewhere.
The latest study suggests that the net impact of those restrictions is negative. Still, the effects on students are quite small, implying that changes to pension and certification policies are unlikely to lead to large improvements in student performance.
But, the study points out, policies that eliminate the harm from attending school near a state line could help hundreds of thousands of students.
“Although the boundary effects are small on a per-student basis, they are spread across a very large population,” the researchers write.
This post appears courtesy of Chalkbeat.
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