Teacher Attrition in Charter and Public Schools

2013 ◽  
Author(s):  
Lauren Calimeris
Keyword(s):  
Public Schools ◽  
Teacher Attrition

A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

2016 ◽  
Vol 55 (8-9) ◽  
pp. 1251-1279 ◽  
Author(s):  
Douglas W. Ellison ◽  
Amelia Mays Woods
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teacher Attrition ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Resilience Theory ◽  
High Poverty ◽  
High Poverty Schools ◽  
Teacher Resilience ◽  
The Impact

The increase in teacher attrition has been substantial in U.S. public schools over the past three decades. The impact this trend has on student learning is pronounced, especially in high-poverty schools. Minimal research has focused on the resilient teachers who stay in these settings and the personal, professional, and biographical influences that guide that decision. This review of literature, guided by resilience theory, occupational socialization of physical education teachers, and research on poverty, attempts to demonstrate the importance of recruiting, training, and retaining resilient physical education teachers in high-poverty schools.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

Greener than ever? A look at the newest teachers in our public schools

2021 ◽  
Vol 103 (3) ◽  
pp. 8-12
Author(s):  
Christopher Redding ◽  
Tuan D. Nguyen
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Students Of Color ◽  
Subject Area ◽  
Experienced Teachers ◽  
First Year ◽  
First Year Teachers ◽  
Education Levels ◽  
Nationally Representative ◽  
Racial Ethnic

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.

scholarly journals Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration

2008 ◽  
Vol 75 (1) ◽  
pp. 7-31 ◽  
Author(s):  
Erling E. Boe ◽  
Lynne H. Cook ◽  
Robert J. Sunderland
Keyword(s):  
Public Schools ◽  
General Education ◽  
Teacher Attrition ◽  
Teacher Turnover ◽  
Teacher Shortages ◽  
Organization Management ◽  
Transfer Rates ◽  
Qualified Teachers ◽  
Teaching Area ◽  
Annual Turnover

The purposes of this research were to quantify trends in three components of teacher turnover and to investigate claims of excessive teacher turnover as the predominant source of teacher shortages. Attrition and teaching area transfer rates were comparable in special and general education and increased substantially from 1991–1992 to 2000–2001. School migration was stable over years, but higher in special than general education. Although annual turnover was high and increased to 1 in 4 teachers (25.6%) by 2000–2001, teacher attrition was lower than in other occupations. Evidence suggests that retention is unlikely to increase without dramatic improvements in the organization, management, and funding of public schools. Until then, an increased supply of qualified teachers is needed to reduce teacher shortages.

Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools

2017 ◽  
Vol 12 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Dan Goldhaber ◽  
Cyrus Grout ◽  
Nick Huntington-Klein
Keyword(s):  
Public Schools ◽  
Teacher Attrition ◽  
Sample Selection ◽  
Value Added ◽  
Teacher Hiring ◽  
Screening Instruments ◽  
Teacher Workforce ◽  
Job Postings ◽  
Applicant Selection

Despite their widespread use, there is little academic evidence on whether applicant selection instruments can improve teacher hiring. We examine the relationship between two screening instruments used by Spokane Public Schools to select classroom teachers and three teacher outcomes: value added, absences, and attrition. We observe all applicants to the district (not only those who are hired), allowing us to estimate sample selection-corrected models using random tally errors and variation in the level of competition across job postings as instruments. Ratings on the screening instruments significantly predict value added in math and teacher attrition, but not absences—an increase of one standard deviation in screening scores is associated with an increase of about 0.06 standard deviations of student math achievement, and a decrease in teacher attrition of 3 percentage points. Hence the use of selection instruments appears to be a key means of improving the quality of the teacher workforce.

scholarly journals The impact person-environment fit theory has on teacher recruitment and retention

2020 ◽  
Author(s):  
◽  
Amanda L. Minear
Keyword(s):  
Public Schools ◽  
Qualitative Study ◽  
Work Environment ◽  
Teacher Attrition ◽  
Teacher Recruitment ◽  
School Community ◽  
Retention Rates ◽  
Rural Teachers ◽  
Person Environment Fit ◽  
The Impact

Teacher attrition is negatively impacting the success of students in rural public schools at an unprecedented rate. Using person-environment fit theory as a guide, the perceptions of rural teachers and administrators are shared in this qualitative study. This study makes the connection between satisfaction and the impact the work environment has on it. It analyzes the school-community as a whole and recommends practical solutions to increase retention rates among teachers in rural public schools.

Is Effective Teacher Evaluation Sustainable? Evidence from DCPS

2019 ◽  
pp. 1-53
Author(s):  
Thomas S. Dee ◽  
Jessalynn James ◽  
Jim Wyckoff
Keyword(s):  
Public Schools ◽  
Teacher Evaluation ◽  
Teacher Attrition ◽  
Evaluation System ◽  
District Of Columbia ◽  
Value Added ◽  
Performance Standards ◽  
Effective Teacher ◽  
And Performance

Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not sustain as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS). We describe the recent changes to IMPACT which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicate that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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