Teachers’ Grade-Level Reassignments: Evidence From Michigan

Quentin Brummet, Seth Gershenson, Michael S. Hayes

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Teacher churning likely harms student achievement. However, the phenomenon of within-school grade-level teacher reassignments is understudied. The current study provides descriptive evidence on the frequency and predictors of within-school teacher grade switching using both longitudinal administrative data from Michigan and nationally representative survey data. About 7% of self-contained classroom teachers change grades following any given school year. Inexperienced teachers are relatively more likely to switch grades, and grade-level reassignments are inequitably distributed across both schools and students. For example, urban schools experience significantly higher rates of grade switching. Charter schools experience significantly less grade switching than traditional public schools.

Original languageAmerican English
Pages (from-to)249-271
Number of pages23
JournalEducational Policy
Issue number2
StatePublished - Mar 1 2017

ASJC Scopus subject areas

  • Education


  • school quality
  • teacher retention
  • teacher turnover
  • teaching assignments


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