scholarly journals The trouble with teacher turnover: How teacher attrition affects students and schools

2019 ◽  
Vol 27 ◽  
pp. 36 ◽  
Author(s):  
Desiree Carver-Thomas ◽  
Linda Darling-Hammond
Keyword(s):  
Low Income ◽  
English Language ◽  
School Effectiveness ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Turnover Rates ◽  
Teacher Salaries ◽  
Nationally Representative ◽  
Low Income Families ◽  
Support Teacher

Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

Teacher Turnover in Rwanda

2020 ◽  
Author(s):  
Andrew Zeitlin
Keyword(s):  
Learning Outcomes ◽  
Low Income ◽  
Primary Schools ◽  
Teacher Turnover ◽  
Early Career ◽  
Low Income Countries ◽  
Early Career Teachers ◽  
The Public ◽  
Teacher Skills ◽  
Nationally Representative

Abstract Despite widely documented shortfalls of teacher skills and effort, there is little systematic evidence of rates of teacher turnover in low-income countries. I investigated the incidence and consequences of teacher turnover in Rwandan public primary schools over the period from 2016 to 2019. I combined the universe of teacher placement records with student enrollment figures and school-average Primary Leaving Exam scores in a nationally representative sample of 259 schools. Results highlight five features of teacher turnover. First, rates of teacher turnover are high: annually, 20% of teachers separate from their jobs, of which 11% exit from the public-sector teaching workforce. Second, the burden of teacher churn is higher in schools with low learning levels and, perhaps surprisingly, in low pupil–teacher-ratio schools. Third, teacher turnover is concentrated among early-career teachers, male teachers and those assigned to teach Math. Fourth, replacing teachers quickly after they exit is a challenge; 23% of exiting teachers are not replaced the following year. And fifth, teacher turnover is associated with subsequent declines in learning outcomes. On average, the loss of a teacher is associated with a reduction in learning levels of 0.05 standard deviations. In addition to class-size increases, a possible mechanism for these learning outcomes is the prevalence of teachers teaching outside of their areas of subject expertise: in any given year, at least 21% of teachers teach in subjects in which they have not been trained. Taken together, these results suggest that the problem of teacher turnover is substantial in magnitude and consequential for learning outcomes in schools.

scholarly journals Are Student Absences Worth the Worry in U.S. Primary Schools?

2017 ◽  
Vol 12 (2) ◽  
pp. 137-165 ◽  
Author(s):  
Seth Gershenson ◽  
Alison Jacknowitz ◽  
Andrew Brannegan
Keyword(s):  
North Carolina ◽  
English Language Learners ◽  
Low Income ◽  
Primary Schools ◽  
English Language ◽  
First Grade ◽  
Educational Process ◽  
Policy Implications ◽  
Future Research ◽  
Nationally Representative

Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic performance. Generally, student absences are associated with modest but statistically significant decreases in academic achievement. The harmful effects of absences are approximately linear, and are two to three times larger among fourth and fifth graders in North Carolina than among kindergarten and first-grade students in the nationally representative Early Childhood Longitudinal Study. In both datasets, absences similarly reduce achievement in urban, rural, and suburban schools. In North Carolina, the harm associated with student absences is greater among both low-income students and English language learners, particularly for reading achievement. Also, in North Carolina, unexcused absences are twice as harmful as excused absences. Policy implications and directions for future research are discussed.

scholarly journals The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Jessica Whitley ◽  
Judy L Lupart ◽  
Tanya Beran
Keyword(s):  
Special Education ◽  
Low Income ◽  
Future Research ◽  
Academic Expectations ◽  
Special Education Services ◽  
Education Services ◽  
Nationally Representative ◽  
Low Income Families ◽  
Making Friends ◽  
Teachers And Parents

This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emo-tional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of dif-ference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported hav-ing difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are pre-sented.

Parents’ perception of children’s mental health: seeing the signs but not the problems

2018 ◽  
Vol 104 (11) ◽  
pp. 1102-1104 ◽  
Author(s):  
Li Huang ◽  
Harriet Hiscock ◽  
Kim M Dalziel
Keyword(s):  
Mental Health ◽  
Low Income ◽  
Mental Health Problems ◽  
Health Problems ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Income Quintile ◽  
Data Set ◽  
Nationally Representative ◽  
Low Income Families

BackgroundIt is a public heath priority to understand why many children with mental health problems fail to access mental health services. This study aims to quantify under-recognition of children’s mental health problems by parents across income quintiles.MethodsWe estimated under-recognition with parent-reported mental health problems and the Strengths and Difficulties Questionnaire (SDQ) using a nationally representative Australian data set for children aged 4–15 years with 24 269 person-wave observations.ResultsUnder-recognition was the highest in the lowest income quintile, with 11.5% of children from the lowest income quintile families who scored in the clinical range on the SDQ perceived by parents as having no mental health problems. For the highest income quintile this was 2.4%. In terms of gender and age, under-recognition was greater for boys and younger children.ConclusionsParent’s mental health literacy, especially for low-income families, warrants prioritised attention from researchers, clinicians and policymakers.

Making It Count: Breadth and Intensity of Extracurricular Engagement and High School Dropout

2017 ◽  
Vol 60 (6) ◽  
pp. 1039-1062 ◽  
Author(s):  
Stephen R. Neely ◽  
Elizabeth Vaquera
Keyword(s):  
High School ◽  
Extracurricular Activities ◽  
Low Income ◽  
Fine Arts ◽  
High School Dropout ◽  
School Dropout ◽  
Dropping Out ◽  
Logistic Regression Models ◽  
Nationally Representative ◽  
Low Income Families

Previous research suggests that extracurricular engagement reduces the likelihood of high school dropout, particularly among traditionally at-risk populations such as racial and ethnic minorities and students from low-income families. Using social bond theory, we examine how the breadth and intensity of extracurricular engagement are related to the likelihood of dropout among a nationally representative sample of students over three years of schooling. Using logistic regression models, we use data from the Education Longitudinal Study of 2002 to examine how extracurricular participation relates to the potential of dropping out by accounting for known correlates and potential selection biases. We find a significant positive relationship between engagement in extracurricular activities (both in number and distribution over different types of activities) and a reduced likelihood of dropout. This relationship is particularly strong in the case of athletic involvement among African American students and for students who simultaneously participate in both athletic and academic/fine arts activities. Implications of these findings are discussed in light of current policy trends toward the elimination of extracurricular programming and the assessment of student participation fees.

scholarly journals The Segregation of American Teachers.

2009 ◽  
Vol 17 ◽  
pp. 1 ◽  
Author(s):  
Erica Frankenberg
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Low Income ◽  
English Language ◽  
White Teachers ◽  
Racial Diversity ◽  
Highly Qualified ◽  
Low Income Families ◽  
K 12 ◽  
Teaching Force

Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

scholarly journals Workplace Support and Diversity in the Market for Public School Teachers

2019 ◽  
Vol 14 (2) ◽  
pp. 272-297
Author(s):  
Steven Bednar ◽  
Dora Gicheva
Keyword(s):  
Low Income ◽  
Rural Areas ◽  
Administrative Support ◽  
Minority Teachers ◽  
Public School Teachers ◽  
Schools And Staffing Survey ◽  
Workplace Support ◽  
Worker Turnover ◽  
Low Income Families ◽  
High Level

Mentoring, and to a greater extent support from high-level administrators, has been shown to decrease worker turnover in general, but little is known about its differential impact on minority workers. Utilizing four waves of the Schools and Staffing Survey, we find that administrative support is most strongly associated with retention for minority teachers working in schools where minorities are underrepresented. This effect is pronounced for teachers new to the profession and those in schools with more students from low-income families or located in rural areas. The results indicate that workplace support is essential in maintaining or growing minority representation in relatively less-diverse organizations.

The Effect of an Out-of-School Enrichment Program on the Academic Achievement of High-Potential Students From Low-Income Families

2017 ◽  
Vol 28 (3) ◽  
pp. 204-224 ◽  
Author(s):  
Jaret Hodges ◽  
Jason McIntosh ◽  
Marcia Gentry
Keyword(s):  
Language Arts ◽  
Student Performance ◽  
Low Income ◽  
English Language Arts ◽  
English Language ◽  
High Potential ◽  
Enrichment Programs ◽  
Mixed Effects Modeling ◽  
Low Income Families ◽  
Out Of School

High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of elementary students from low-income families on a Midwestern state achievement test in mathematics and English/language arts performance after attendance at an enrichment camp in the Midwest ( n = 137). The results of the analysis showed that camp attendance had a positive effect on the state standardized scores in both math (β = 11.370, SE = 3.846) and English/language arts (β = 8.294, SE = 3.874) of these students.

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