Reductions in Force: Nevada

2011 Exiting Ineffective Teachers Policy

Goal

The state should require that its school districts consider classroom performance as a factor in determining which teachers are laid off when a reduction in force is necessary.

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2011). Reductions in Force: Nevada results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NV-Reductions-in-Force-10

Analysis of Nevada's policies

In Nevada, new legislation requires that seniority is not be the sole factor in determining which teachers are laid off during a reduction in force and the following factors may also be considered: 1) whether the teacher is employed in a "hard to fill" position, 2) whether a teacher has earned national board certification, 3) the teacher's performance evaluations, 4) the teacher's disciplinary and criminal record, 5) which type of license the teacher has earned, and 6) the degree earned by the teacher (including whether it relates to the subject area in which he or she teaches).

Citation

Recommendations for Nevada

Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.
Nevada is commended for taking steps to ensure that seniority is no longer the sole factor in determining which teachers are laid off and for making it possible for teachers' performance evaluations to be considered during reductions in force. The state could strengthen this new policy by making the consideration of classroom performance a requirement rather than an option.

State response to our analysis

Nevada recognized the factual accuracy of this analysis.

How we graded

LIFO policies put adult interests before student needs.  

Across the country, most districts utilize "last in, first out" policies in the event of teacher layoffs.  Most states leave these decisions to district discretion; some states require layoffs to be based on seniority.  Such policies fail to give due weight to a teacher's classroom performance and risk sacrificing effective teachers while maintaining low performers. 

Policies that prioritize seniority in layoff decisions can also cause significant upheaval in schools and school districts. As teachers who are newer to the classroom traditionally draw lower salaries, a seniority-based layoff policy is likely to require that districts lay off a larger number of probationary teachers rather than a smaller group of ineffective teachers to achieve the same budget reduction.

States can leave districts flexibility in determining layoff policies, but they should do so while also ensuring that classroom performance is considered. Further, if performance is prioritized, states need not prohibit the use of seniority as an additional criterion in determining who is laid off.  

Research rationale

See National Council on Teacher Quality, "Teacher Layoffs: Rethinking 'Last Hired, First-Fired' Policies." (2010); The New Teacher Project, The Case Against Quality-Blind Teacher Layoffs (2011); Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; and Wyckoff, James, "Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness" The Urban Institute, CALDER (2010);  Goldhaber, Dan and Theobold, Roddy, "Assessing the Determinants and Implications of Teacher Layoffs." Center for Education Data & Research, University of Washington-Bothell (2010); Sepe, Christina and Roza, Marguerite, "The Disproportionate Impact of Seniority-Based Layoffs on Poor, Minority Students." Center on Reinventing Public Education (2010).