In “Promotion and Reassignment in Public School Districts: How Do Schools Respond to Differences in Teacher Effectiveness?” Matthew Chingos and Martin West compared Florida teachers with top quartile value added scores to those at the bottom and asked how their careers changed over next several years (for those teachers who stayed in Florida public school.)
The big outcome is that highly effective teachers were more likely to end up assigned to “high-stakes” classes–those classes that matter most in Florida’s school accountability system.
It’s also true that the most highly effective teachers are more likely to end up principals or a reading or math coach. And highly effective teachers are less likely to leave the public schools. But while theses effects are statistically significant, they’re pretty small.