Gema Zamarro

Examines the impact of the COVID-19 pandemic on teacher turnover in Arkansas. Reveals that while turnover rates were stable during the initial pandemic years, there was a notable increase in the 2022-2023 school year, representing both departures from the education sector and shifts to other roles within it. Results suggest potential lasting effects on the composition and quality of the teacher labor force.

Examines teachers' preparedness for retirement, focusing on their knowledge of retirement plans and options. Reveals that while most teachers are taking steps towards retirement, many lack essential knowledge for effective planning. Findings suggest that improving education about retirement plans could enhance teachers’ retirement planning and preparation.

Examines the effects of the LEARNS Act, which significantly raised teacher salaries in Arkansas. Finds that this legislation led to more equitable starting salaries and increased funding for rural and high-poverty districts, reducing salary disparities. However, the immediate impact on teacher retention and mobility was limited, with only modest improvements observed in the first year.

Analyzes the potential role of student effort in explaining gender achievement gaps across countries using data from the Program for International Student Assessment (PISA).

Surveys superintendents and principals statewide to gauge their views on the LEARNS Act's salary changes and future compensation plans. Finds that administrators generally view the LEARNS Act’s salary changes positively, believing they will enhance teacher recruitment and retention. Identifies funding uncertainty as a significant barrier to substantial compensation changes.

Investigates racial disparities in in-person learning during the 2020-21 and 2021-22 school years. Finds that while the overall rate of in-person learning increased in 2021-22, Black students continued to have lower rates of in-person instruction compared to white students. Findings suggest a mismatch between Black families’ preferences and the options offered by their schools.

Examines paraeducator-to-teacher transitions and finds that while paraeducators are more racially and ethnically diverse than the current teaching workforce, Black and Hispanic paraeducators are less likely to become teachers compared to their White counterparts. Highlights the need for strategic policy design to better support paraeducators transitioning to teaching and to enhance diversity in the teaching workforce.

Explores how fathers and mothers coped with the COVID-19 crisis in terms of childcare provision, employment, working arrangements, and psychological distress levels.