Teacher Retention and Attrition in Public Schools: Evidence From SASS91

Shen, Jianping

doi:10.1080/00220679709597525

Cited by 144 publications

(133 citation statements)

References 12 publications

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“…This research has uncovered important associations between teacher attrition and many workplace-level determinants, including compensation levels (Baugh & Stone, 1982;Hanushek, Kain & Rivkin, 2004;Imazeki, 2004;Murnane & Olsen, 1989;Murnane & Olsen, 1990), school facilities (Loeb, Darling-Hammond, & Luczak, 2005), student demographics (Boyd et al, 2005;Shen, 1997), and support from administrators (Grissom, 2011;Ingersoll, 2001). Another strand of work has examined the role of teacher-specific factors, including education level and certification status (see Guarino, Santibañez, & Daley, 2006, for a summary).…”

Section: Gender Family and Teacher Mobilitymentioning

confidence: 99%

Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Grissom

Reininger

2012

Education Finance and Policy

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While a large literature examines the factors that lead teachers to leave teaching, few studies have systematically examined what factors impact teachers' decisions to re-enter the profession after exiting. Drawing on research on the role of family characteristics in predicting teacher work behavior, we examine predictors of re-entry after a spell out. We employ survival analysis of time to re-entry for teachers who exit using longitudinal work data from the 1979 cohort of the National Longitudinal Surveys of Youth. We find that teachers who are younger, better paid and more experienced are more likely to re-enter. We also find that women are more likely to return to teaching than men. Child-rearing plays an important role in this difference. In particular, women are less likely to re-enter with young children in the home. We conclude that re-entrants may be an important source of teacher labor supply and that policies focused on the needs of teachers with young children may be effective means for districts to attract returning teachers. It is surprising, then, that the literature has largely ignored a potentially significant source of teacher labor that presumably comes with lower search costs and results in smaller losses in teacher human capital: former teachers. In particular, little research has examined teachers' decisions to come back to teaching after a spell outside the profession. This oversight is especially noteworthy given an influential study by Flyer and Rosen (1997) that argued that, among college-educated professionals, teachers are peculiarly predisposed to re-entry because the structure of teacher pay via the uniform salary schedule ensures that they do not face large wage losses if they take time off. The flexibility this structure provides in turn attracts to the profession workers who are prone to take temporary leaves to, for example, raise small children, which, the authors suggest, helps explain why teaching is dominated by women.This study helps fill a gap in the teacher work literature by analyzing teachers'propensities to return to the teaching profession after a spell outside of teaching using data that is longitudinal, national, and recent. The small body of previous work on this topic has been 3 limited to single-state studies, with the exception of Stinebrickner (2002), which reports on data from the 1970s. We conduct a more comprehensive analysis using the National Longitudinal Survey of Youth, 1979 cohort (NLSY79), which contains information on workers throughout the 1980s, 1990s and into the 2000s. We ask: what personal, work and family factors predict a teacher's decision to return to teaching after an exit? In particular, we ask whether there is support in the data for the hypotheses suggested by Flyer and Rosen (1997) that women are more likely to return than men and that child-rearing plays a role in re-entry decisions. We address these questions using survival models that allow examination of the timing of teacher re-entry with respect to changes in factors such as...

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Section: Gender Family and Teacher Mobilitymentioning

confidence: 99%

Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Grissom

Reininger

2012

Education Finance and Policy

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“…Studies have found that African-American teachers have lower attrition rates than White teachers do (Adams, 1996;Ingersoll, 2001;Kirby et al, 1999;Quartz et al, 2008;Shen, 1997). Other studies showed that Latino teachers had lower attrition rates when compared to White teachers (Kirby et al 1999), although no difference emerged when examining role-changers (Quartz et al, 2008;Quartz et al, 2008).…”

Section: Teacher Personal Characteristicsmentioning

confidence: 99%

“…The schooling context appears to be a contributing factor for leaving the profession or transferring out of a specific school (Ingersoll, 2001;Johnson & Birkeland, 2003;Johnson et al, 2004;Shen, 1997). Higher teacher attrition occurs in high minority schools as compared to counterparts (Fuller, 2003;Ingersoll, 2003).…”

Section: Schooling Contextmentioning

confidence: 99%

Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

Sass

Flores

Claeys

et al. 2012

EPAA

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Abstract:Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts' yearly ratings based on statemandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed. Key words: Teacher attrition; teacher characteristics; school context; survival analysis; charter schools; school accountability. La identificación de factores contextuales y personales que contribuyen a las tasas de deserción docentes en las escuelas públicas en TexasResumen: El abandono de la docencia es un problema importante que enfrentan las escuelas con un alto porcentaje de maestros que abandonan la profesión todavía en los primeros años. Dada la necesidad de retener a los profesores de alta calidad, es necesario investigar para identificar los docentes con mayores tasas de retención. Utilizando el análisis de supervivencia y un gran conjunto Education Policy Analysis Archives Vol. 20 No. 15 2 de datos del estado de Texas, los investigadores examinaron los datos de los docentes para identificar las variables escolares y profesionales asociadas con abandonar la profesión. La particularidad de este estudio fue investigar el tipo de prueba (competencias básicas en comparación con la competencia basada en estándares más altos), los rankings anuales de los distritos escolares con base en los exámenes estatales requeridos y el estado de las escuelas charter. Los análisis muestran que el abandono de los docentes fue mayor durante el periodo de exámenes con consecuencias graves, en escuelas de bajo rendimiento y en escuelas charter. Sin embargo, los primeros años de carrera, el género y nivel educativo de moderaban la deserción profesionales. En las conclusiones se discuten varias implicaciones para las políticas públicas. Palabras clave: deserción docentes; características docentes; contexto escolar; análisis de supervivencia; las escuelas chárter. Identificando fatores pessoais e contextuais que contribuem para as taxas de abandono nos docentes das escolas públicas do TexasResumo: O abandono do magistério é um problema significativo nas escolas, com uma grande percentagem de professores que abandonam a profissão ainda nos primeiros anos. Dada a necessidade de reter professores de elevada qualidade, é necessário investigar para identificar os professores com maiores taxas de retenção. Usando análises de sobrevivênc...

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“…To make things even more challenging, the teaching profession is under the magnifying glass (Brown & Schainker, 2008;Shen, 2001;Grissmer & Kirby, 1994;Guarino, Santibanez & Dailey, 2006), scrutinized by federal and state governments, parents, media, communities, business, industry and the general public. This creates a public perception that teachers are not as highly regarded as they were in the past.…”

Section: The 21 St Century Teachermentioning

confidence: 99%

“…This high attrition rate makes it difficult for a school district to build learning communities and to engage and sustain educational reforms. High levels of attrition also disrupt program planning and continuity, and above all, attrition hinders student learning (Shen, 1997).…”

Section: Teacher Attritionmentioning

confidence: 99%

Choosing a career : a study of motivational factors and demographics that influence P-12 pre-service teachers.

MacKenzie¹

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Teacher Retention and Attrition in Public Schools: Evidence From SASS91

Cited by 144 publications

References 12 publications

Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers

Choosing a career : a study of motivational factors and demographics that influence P-12 pre-service teachers.

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