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Author: Wang, Rui

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1.	Gershenson, Seth Holt, Stephen B. Wang, Rui
1.	The Impact of Consequential Accountability Policies on Teachers' Mental Health Presented: Washington DC, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2018 Cohort(s): NLSY79, NLSY97 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Geocoded Data; Health, Mental/Psychological; Occupations; State-Level Data/Policy; Teachers/Faculty Permission to reprint the abstract has not been received from the publisher. Teachers' mental health is an important, understudied teacher characteristic as it likely affects teacher effectiveness, engagement, and retention in the profession. In this paper, we study the impacts of accountability policies on K-12 teachers' mental health using nationally representative longitudinal survey data. We do so in two ways. First, we exploit state-level variation in the adoption of high-stakes accountability policies in the 1990s. Specifically, we follow Hanushek and Raymond (2005) in using a difference-in-differences (DD) strategy that compares the mental health of teachers in states that did adopt a high-stakes accountability policy to those that did not, before and after the policies were adopted. We also leverage a triple-difference (DDD) design that uses non-teachers in treatment and control states as an additional control group. Second, we exploit the enactment of No Child Left Behind Act (NCLB) in 2001, which required states to adopt stringent accountability policies. The NCLB Act primarily affected states that had lax pre-existing accountability policies in place. Here, we implement the DD strategy developed by Dee and Jacob (2011) to examine the causal impacts of NCLB on teachers' mental health by considering teachers in states with pre-existing NCLB-type accountability policies as the control group. Both analyses use data from the nationally representative National Longitudinal Study of Youth (NLSY) 1979 and 1997 cohorts, which provides various measures of individuals' mental health from teenage years through adulthood. This data has previously been used to study teacher labor markets, as it includes occupation codes, and the NLSY surveys also include demographics and socioeconomic information on both teachers and non-teachers, prior to and after entering the workforce. By tracking an individual's mental health over a long period, this paper identifies the accountability's effects on teachers' mental health and provides policy implications for future education policy and suggestions on how to better support teachers.
	Bibliography Citation Gershenson, Seth, Stephen B. Holt and Rui Wang. "The Impact of Consequential Accountability Policies on Teachers' Mental Health." Presented: Washington DC, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2018.

2.	Holt, Stephen B. Wang, Rui Gershenson, Seth
2.	Stress Test: Examining the Evolution of Teachers' Mental Health Over Time IZA Discussion Paper No. 13361, Institute for the Study of Labor (IZA), June 2020. Also: https://www.iza.org/publications/dp/13361/stress-test-examining-the-evolution-of-teachers-mental-health-over-time Cohort(s): NLSY79, NLSY97 Publisher: Institute for the Study of Labor (IZA) Keyword(s): Health, Mental/Psychological; Occupational Choice; Teachers/Faculty Permission to reprint the abstract has not been received from the publisher. Teaching is often assumed to be a relatively stressful occupation and occupational stress among teachers has been linked to poor mental health, attrition from the profession, and decreased effectiveness in the classroom. Despite widespread concern about teachers' mental health, however, little empirical evidence exists on long-run trends in teachers' mental health or the prevalence of mental health problems in teaching relative to other professions. We address this gap in the literature using nationally representative data from the 1979 and 1997 cohorts of the National Longitudinal Survey of Youth (NLSY). In the 1979 cohort, women who become teachers have similar mental health to non-teachers prior to teaching but enjoy better mental health than their non-teaching peers, on average, while working as teachers. However, in the 1997 cohort teachers self-report worse mental health, on average, than the 1979 cohort and fare no better than their non-teaching professional peers while teaching. Overall, teachers seem to enjoy mental health outcomes that are as good or better than their peers in other professions.
	Bibliography Citation Holt, Stephen B., Rui Wang and Seth Gershenson. "Stress Test: Examining the Evolution of Teachers' Mental Health Over Time." IZA Discussion Paper No. 13361, Institute for the Study of Labor (IZA), June 2020.

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