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Is Second Grade a Zone of Instructional Development for Teachers? Rethinking Strategic Staffing with a Mixed-Methods Study of Elementary Principals' Assignment Decisions

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Title: Is Second Grade a Zone of Instructional Development for Teachers? Rethinking Strategic Staffing with a Mixed-Methods Study of Elementary Principals' Assignment Decisions
Language: English
Authors: Lora Cohen-Vogel (ORCID 0000-0002-7595-4015), Christopher D. Brooks (ORCID 0000-0002-5667-320X), Michael Little (ORCID 0000-0001-9321-3088), Timothy A. Drake (ORCID 0000-0002-6157-2219), Thurston Domina (ORCID 0000-0003-0161-3215), Matthew G. Springer (ORCID 0000-0001-9759-0999), Austin Gragson, Victor Cadilla
Source: Educational Evaluation and Policy Analysis. 2026 48(2):613-647.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 35
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Principals, Elementary School Teachers, Teacher Placement, Grade 2, Teacher Effectiveness, Elementary Schools, Accountability, Decision Making
Geographic Terms: North Carolina
DOI: 10.3102/01623737251348202
ISSN: 0162-3737
1935-1062
Abstract: Prior research suggests that elementary school principals assign their strongest teachers to tested grades. As accountability frameworks have softened and principals' experiences with them have matured, does the pattern still hold? We employ a convergent mixed-methods design to consider, at once, multiple explanations for how school leaders implement teacher assignments by combining data from surveys, interviews, and administrative records from North Carolina. Results reveal a reassignment pattern into second grade, with principals more likely to reassign teachers with lower scores on observation rubrics or value-added ratings to second grade than teachers with higher scores or ratings. Pushing beyond the literature that documents conventional notions of accountability-based staffing, we reveal a more nuanced story about how and why principals assign their teachers within schools.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1506031
Database: ERIC
FullText Text:
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DbLabel: ERIC
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PubType: Academic Journal
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  Data: <searchLink fieldCode="AR" term="%22Lora+Cohen-Vogel%22">Lora Cohen-Vogel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7595-4015">0000-0002-7595-4015</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+D%2E+Brooks%22">Christopher D. Brooks</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5667-320X">0000-0002-5667-320X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Little%22">Michael Little</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9321-3088">0000-0001-9321-3088</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timothy+A%2E+Drake%22">Timothy A. Drake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6157-2219">0000-0002-6157-2219</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thurston+Domina%22">Thurston Domina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0161-3215">0000-0003-0161-3215</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+G%2E+Springer%22">Matthew G. Springer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9759-0999">0000-0001-9759-0999</externalLink>)<br /><searchLink fieldCode="AR" term="%22Austin+Gragson%22">Austin Gragson</searchLink><br /><searchLink fieldCode="AR" term="%22Victor+Cadilla%22">Victor Cadilla</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(2):613-647.
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Placement%22">Teacher Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.3102/01623737251348202
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– Name: Abstract
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  Data: Prior research suggests that elementary school principals assign their strongest teachers to tested grades. As accountability frameworks have softened and principals' experiences with them have matured, does the pattern still hold? We employ a convergent mixed-methods design to consider, at once, multiple explanations for how school leaders implement teacher assignments by combining data from surveys, interviews, and administrative records from North Carolina. Results reveal a reassignment pattern into second grade, with principals more likely to reassign teachers with lower scores on observation rubrics or value-added ratings to second grade than teachers with higher scores or ratings. Pushing beyond the literature that documents conventional notions of accountability-based staffing, we reveal a more nuanced story about how and why principals assign their teachers within schools.
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  Label: Abstractor
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  Data: 2026
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  Data: EJ1506031
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506031
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      – SubjectFull: North Carolina
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