Teacher retention in Appalachian schools: Evidence from Kentucky

Cowen, Joshua M.; Butler, J. S.; Fowles, Jacob; Streams, Megan E.; Toma, Eugenia Froedge

doi:10.1016/j.econedurev.2011.12.005

Cited by 32 publications

(29 citation statements)

References 19 publications

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“…Future research on teacher attrition in Kansas should consider using administrative data for Kansas to further explore where these teachers are relocating and whether these patterns have changed since 2012. For instance, we need to know whether teachers are moving to more urban areas or are they moving to similarly rural areas with higher salaries or better working conditions, which would greatly inform the challenge of recruitment and retention in geographically rural areas (Cowen et al, 2012;Showalter et al, 2019). We do, however, observe a promising finding that Kansas teachers with graduate degrees are less likely to switch schools, which contrasts findings nationally and in other states (Borman & Dowling, 2008), and this relationship is stronger relative to the Great Plains than to the Midwest.…”

Section: Discussionmentioning

confidence: 99%

“…Kansas makes a good case study as it has experienced substantial teacher shortages in the last decade and is continuing to experience shortages (Bisaha, 2018;Kansas Department of Education, 2016). Moreover, much of Kansas by area is rural (Economic Research Service, 2007) and the teacher labor markets in geographically sparse areas are distinctly different than those in or near urban centers (Cowen et al, 2012;Guarino, Santibanez, & Daley, 2006;Miller, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Attrition and Retention in Kansas: A Case Study of Geographically Rural States with Persistent Teacher Shortages

Nguyen¹

2020

Online Journal of Rural Research & Policy

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Teacher attrition is a key contributor to teacher shortages in many states, particularly those with large geographically rural areas. Using seven waves of the School and Staffing Survey and Kansas as a case study, this study examines the teacher labor force from 1988 to 2012. Moreover, the study describes the teacher mobility patterns for Kansas from 2000 to 2012 and compares them against the national average, the Midwest states, and the Great Plains states. Furthermore, it examines whether younger teachers, teachers with graduate degrees, and STEM and special education teachers in Kansas are more or less likely to turn over. Lastly, the study examines how certain teacher and school characteristics are associated with teacher attrition for Kansas as a whole and for rural schools in particular. Implications for research and policy are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher Attrition and Retention in Kansas: A Case Study of Geographically Rural States with Persistent Teacher Shortages

Nguyen¹

2020

Online Journal of Rural Research & Policy

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“…Geographically isolated and economically distressed districts, in particular, offer few financial incentives or amenities to attract young teachers (Proffit, Sale, Alexander, & Andrews, 2004). After attending college for 4 years, often ending up in debt due to tuition costs, rural Appalachian teachers are more likely to quit teaching altogether than transfer between districts (Cowen, Butler, Fowles, Streams, & Toma, 2012).…”

Section: Strengths and Challenges Of Rural Schoolsmentioning

confidence: 99%

Globally Connected

Zimmerle

Lambert

2019

tpre

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Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.

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“…The usefulness of this policy depends in part on the quality of the replacement teachers. Such a requirement, for example, may pose a challenge for rural areas with a limited supply of qualified teachers to replace those who are fired ( Cowen, Butler, Fowles, Streams, & Toma, 2012;Sipple & Brent, 2007 ). On a more positive note, some research has shown that changing the group of teachers in a school can improve their joint productivity in low-performing schools ( Hansen, 2013 ).…”

Section: Background and Prior Policy Researchmentioning

confidence: 99%