D 565 363 287 180 135 170 F 70 4 0 60 31 34 N 0 0 76 102 2 0 Total 2297 2289 2330 2501 2501 2490 Source: Authors’ calculations from state data. Table 2: Transition Matrix in Predicted Grades Based on 2002 Grade Change (row percentages) Grade in 2002 based on new (summer 2002) grading system A B C D F 0.90 0.11 0.00 0.00 0.00 A [284] [33] [0] [0] [0] Simulated 0.59 0.32 0.09 0.00 0.00 grade in B [390] [209] [61] [1] [0] 2002 based on old 0.18 0.26 0.49 0.06 0.00 C (summer [206] [301] [567] [69] [3] 2001) 0.02 0.01 0.37 0.41 0.20 D grading [4] [3] [92] [103] [49] system 0.00 0.00 0.00 0.29 0.71 F [0] [0] [0] [2] [5] Notes: All row percentages (in parentheses) are student-weighted. The number of schools is in brackets. Simulated grade changes are generated by applying both the old grading system and the new grading system to 2002 student test scores, using the approach introduced by Rouse et al. (2007). They are therefore generated based on precisely the same student tests; the only differences in the calculations are the formulas used to convert these same tests into school grades. Table 3: Teacher Job Changes between 2001-02 and 2002-03, by Accountability Shock in Summer 2002 School Year
D 565 363 287 180 135 170 F 70 4 0 60 31 34 N 0 0 76 102 2 0 Total 2297 2289 2330 2501 2501 2490 Source: Authors’ calculations from state data. Table 2: Transition Matrix in Predicted Grades Based on 2002 Grade Change (row percentages) Grade in 2002 based on new (summer 2002) grading system A B C D F Simulated grade in 2002 based on old (summer 2001) grading system A 0.90 [284] 0.11 [33] 0.00 [0] 0.00 [0] 0.00 [0] B 0.59 [390] 0.32 [209] 0.09 [61] 0.00 [1] 0.00 [0] C 0.18 [206] 0.26 [301] 0.49 [567] 0.06 [69] 0.00 [3] D 0.02 [4] 0.01 [3] 0.37 [92] 0.41 [103] 0.20 [49] F 0.00 [0] 0.00 [0] 0.00 [0] 0.29 [2] 0.71 [5] Notes: All row percentages (in parentheses) are student-weighted. The number of schools is in brackets. Simulated grade changes are generated by applying both the old grading system and the new grading system to 2002 student test scores, using the approach introduced by Rouse et al. (2007). They are therefore generated based on precisely the same student tests; the only differences in the calculations are the formulas used to convert these same tests into school grades. Table 3: Teacher Job Changes between 2001-02 and 2002-03, by Accountability Shock in Summer 2002 School Year
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