Teacher Turnover Analysis

This research examines the issue of teacher compensation. The author finds that teachers earn significantly less than they could make working in other comparable fields. 

This report from KIPP provides a snap short of critical indicators from KIPP schools from across the United States.

This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York—two large states that face similar demographic diversity and educational challenges.

This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS).

In this report, we examine the degree to which teacher mobility is problematic in Chicago Public Schools (CPS) and look at the factors associated with high mobility rates, including teachers’ background characteristics, school structure, students’ characteristics, and workplace conditions.

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

The first brief in this series, Teacher Shortages: What We Know, explores research on teacher shortages and highlights recent state task force findings. This report is one of five policy briefs examining strategies states are using to address shortages.

The authors use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. 

The National Report Card is a critique of state school funding systems and the extent to which these systems ensure equality of educational opportunity for all children, regardless of background, family income, place of residence or school. The report makes the assumption that "fair" school funding is defined as "a state finance system that ensures equal educational opportunity by providing a sufficient level of funding distributed to districts within the state to account for additional needs generated by student poverty."

The Second Edition of the National Report Card on public school funding, Is School Funding Fair?, shows that far too many states continue to deny public schools the essential resources they need to meet the needs of the nation's 53 million students and to boost academic achievement. The National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage. The Report provides the most in-depth analysis to date of state education finance systems and school funding fairness across the nation.

The 3rd Edition of Is School Funding Fair? A National Report Card details how the Great Recession and its aftermath have affected school funding in the states. The National Report Card (NRC) examines each state's level of commitment to equal educational opportunity, regardless of a student's background, family income, or where she or he attends school. Providing fair school funding -- at a sufficient level with additional funds to meet needs generated by poverty -- is crucial if all students are to be afforded the opportunity to learn and be successful.

This research reports on the cost of teacher turnover in five school districts. It reports the rate of turnover, the relationship between turnover and teacher and school characteristics, and the costs associated with recruiting, hiring, and training replacement teachers.

The Education Policy Center at American Institutes for Research (AIR) provides rigorous
research-and evidence-based perspectives on education issues spanning prekindergarten
to careers, including reports, briefs, legislative guides, and our InformED blog—all written by
AIR experts.

The main body of the report takes readers through the four stages that this study used to define the teacher career continuum: Preservice, Novice, Career, and Teacher Leader stages.

For much of the past decade, states have engaged in the difficult work of establishing a shared vision of educator effectiveness and strengthening the educator workforce. Recently, as part of the 2015 Excellent Educators for All initiative, states developed equity plans to identify gaps in student access to great teachers and detail strategies to address these gaps.

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

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.

This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes.

Many U.S. school districts have difficulty hiring enough qualified teachers to replace those who retire, transfer to other districts, or leave the teaching profession. Some subjects are more difficult to staff and some schools have higher turnover than others, creating recruitment and hiring bottlenecks.

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011–12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support.

This paper assess the long-run implications of alternatively certified teachers. 

For well over a decade school districts across the United States have struggled to recruit and retain effective mathematics teachers. This article examines the qualifications, student achievement gains, and retention of Math Immersion teachers in New York City compared to New York City mathematics teachers who began their careers through other pathways.

This article explores the relationship between school contextual factors and teacher retention decisions in New York City and finds that school administration by far has the greatest influence on teacher retention.

The goal of this paper is to estimate the extent to which there is differential attrition based on teachers' value-added to student achievement.

This paper examines New York City elementary school teachers’ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York state during the first five years of their careers.

By estimating the effect of teacher attributes using a value-added model, the analyses in this paper predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of .03 standard deviations.

This study uses applications-to-transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teachers from school preferences.

This study provides new evidence on the importance of school leadership by estimating individual principals’ contributions to growth in student achievement.

In the face of a growing school-age population, U.S. schools and school districts are struggling to maintain teaching standards while recruiting bright new teachers and retaining their most-effective ones. This literature review represents a comprehensive and critical examination of research published since 1980 on the topic of teacher recruitment and retention in the United States.

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

The attrition of both new and experienced teachers is a great challenge for schools and
school administrators throughout the United States, particularly in large urban districts.
Because of the importance of this issue, there is a large empirical literature that investigates
why teachers quit and how they might be better induced to stay.

The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. 

The analysis of nationally representative survey data from the 2012 Schools and Staffing Survey and the 2013 Teacher Follow-up Survey reveals that the severity of turnover varies markedly across the country

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.

Policy Brief 2018-1: Addressing the Importance and Scale of the U.S. Teacher Shortage

This brief explains how and why Strategic Data Project (SDP) uses value-added measures for our diagnostic work. We also explain how value-added measures relate to other measures of teacher effectiveness and the limitations of value-added measures.

This paper examines the issue of the efficacy of valued-added measures in evaluating the effectiveness of teachers and long term impact on student’s lives.

Recent efforts to attract and retain effective educators and to improve teacher practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants.

The study separately compares the effectiveness of teachers from each program with the effectiveness of other teachers teaching the same subjects in the same schools.

Using longitudinal data on teachers, we estimate hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program’s implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools.

Using information on teaching spells in North Carolina, the authors examine the potential for using salary differentials to overcome this pattern. They conclude that salary differentials are a far less effective tool for retaining teachers with strong pre‐service qualifications than for retaining other teachers in schools with high proportions of minority students. 

Although many factors combine to make a successful school, most people agree that quality teachers and school principals are among the most important requirements for success, especially when success is defined by the ability of the school to raise the achievement of its students. The central question for this study is how the quality of the teachers and principals in high-poverty schools in North Carolina compares to that in the schools serving more advantaged students.

This report to the North Carolina General Assembly provides detailed information on teacher retention in the state’s public schools for the period ending 2013.

By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC):

One of the more difficult issues involves a debate between observers who are concerned about an overall teacher shortage, and others who see it largely as a distributional problem where some schools have a relative surplus of teachers while other schools struggle with a persistent, unmet demand for qualified teachers. Those in the former camp focus on policies that aim to improve the recruitment and retention in the teaching profession in general, while those in the latter camp focus on policies that target education funding to fill positions for certain hard-to-staff schools and/or subject areas.

One of the more difficult issues involves a debate between observers who are concerned about an overall teacher shortage, and others who see it largely as a distributional problem where some schools have a relative surplus of teachers while other schools struggle with a persistent, unmet demand for qualified teachers.

The study compares the effectiveness of different routes to teaching. It finds there is no significant difference in the effectiveness of teachers who were traditionally trained when compared to teachers who obtained training through alternative credential programs.

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers.

In this paper, we study how providing improved information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers.

What is it that keeps some people in teaching and chases others out? What can be done to increase the power of the teaching profession to recruit and retain effective teachers and to create a stable, expert teaching force in all kinds of districts?

The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. 

This information is used to determine the current number of charter schools in each state and to estimate total charter school enrollment at the national level.

While anecdotal accounts of substantial teacher shortages are increasingly common, we present evidence that such shortages are not a general phenomenon but rather are highly concentrated by subject and in schools where hiring and retaining teachers are chronic problems. We discuss several promising, complementary approaches for addressing teacher shortages.

The costs associated with teacher turnover in Alaska are considerable, but have never been systematically calculated,1 and this study emerged from interests among Alaska education researchers, policymakers, and stakeholders to better understand these costs.

This study is the first to examine these teachers’ retention nationwide, asking whether, when, and why they voluntarily transfer from their low-income placement schools or leave teaching altogether.

This report analyzes the retention problem in the United States through documentation of recent teacher turnover data, and reviews the research on the factors that contribute to teachers’ decisions to remain in the
classroom.

This report provides an overview of the research that documents how teacher turnover impacts students, teachers, and schools. Understanding turnover’s impact is essential for making the case for the policies and strategies needed to keep effective teachers in classrooms.

This paper examines the impact of teacher turnover on education systems. Teacher turnover is quite costly, and primarily has negative consequences for school operations, staff collegiality, and student learning.

Research on teacher turnover has led to the identification of retention strategies to help advance the profession and improve the recruitment, preparation, and support of teachers. This report summarizes available research on these strategies and discusses potential barriers and research on their relative cost-effectiveness.

This paper looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality.

Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession

The purpose of this study is to examine how the principal preparation programs of newly hired elementary school principals might influence school achievement. The study looks at differing elementary school principal preparation program approaches impact on build teams and the affect this has on student achievement.

The authors fit multilevel logistic regression models to a large state administrative dataset in order to examine (1) if the percentage of SWDs a teacher instructs was associated with turnover, (2) if this association varied by student disability, and (3) how these associations were moderated by special education certification.

The study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and other positive teacher and student outcomes as compared to prevailing, generally less comprehensive approaches to supporting new teachers

To evaluate the impact of comprehensive teacher induction relative to the usual induction support, the authors conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction.

Who should be recruited to fill the two to three million K–12 teaching positions projected to come open during the next decade? What kinds of knowledge and training should these new recruits have? These are the questions confronting policymakers as a generation of teachers retires at the same time that the so-called baby boom echo is making its way through the education system.

In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance.

This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State, where almost 4,000 more STEM and special education teachers have left the profession than have been produced by in-state teacher training institutions over the past 25 years. 

In this study, we present a comprehensive, descriptive analysis of the inequitable distribution of both input and output measures of teacher quality across various indicators of student disadvantage across all school districts in Washington State.

This report provides nationally representative data on attrition and mobility of beginning teachers in public elementary and secondary schools.

This study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, it focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges. 

Using multiple measures of teacher and principal effectiveness, the authors document that indeed more effective principals see lower rates of teacher turnover, on average

This report examines how teacher turnover in charter schools resembles and differs from teacher turnover in traditional public schools. They offer two perspectives on the issue.

This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States.

This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. 

This study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. 

This discussion provides a quantitative statement of one approach to achieving the governors’ (and the nation’s) goals – teacher deselection.

This chapter of Handbook of The Economics of Education reviews research on teacher labor markets, the importance of teacher quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the quality of instruction.

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom.

This paper provides direct evidence about the impacts of school job matching on productivity and student achievement.

This new research addresses a number of critical questions:  Are a teacher’s cognitive skills a good predictor of teacher quality? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills. This study finds substantial differences in teacher cognitive skills across countries that are strongly related to student performance.

This paper examines the combined effects of overall turnover and the quality distribution of teacher transitions for a large, urban district in Texas with special emphasis on nonrandom sorting of students into classrooms, endogenous teacher exits, and grade-switching.

This paper examines the issue of teacher attrition and the factors that motivate teachers leaving schools. The results indicate that teacher mobility is much more strongly related to characteristics of the student population (race and lower socioeconomic status) and achievement. The study finds salary plays a much smaller role in these decisions.

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

This volume is the third report in a series on the potential, promise, experience, and needs of career changers who are teaching in America’s classrooms today. It is based on a survey of a cross-section of such individuals conducted by Hart Research Associates in 2009.

This work presents new evidence on the nature of differential teacher attrition in Texas and attempts to reconcile these conflicting results. 

Using unique administrative data from North Carolina that allow us to separate classroom teacher turnover during the school year from end-of -year turnover, this research find students who lose their teacher during the school year have significantly lower test score gains than those students when their teachers stay. 

In this essay, we present a typology of teacher turnover measures, including both measures used in existing teacher turnover literature as well as new measures that we have developed. 

This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.

In this policy brief Heather Hough and Susanna Loeb examine the effect of the Quality Teacher and Education Act of 2008 (QTEA) on teacher recruitment, retention, and overall teacher quality in the San Francisco Unified School District (SFUSD). They provide evidence that a salary increase can improve a school district’s attractiveness within their local teacher labor market and increase both the size and quality of the teacher applicant pool. 

The present study explores the relationship between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

This report summarizes a series of analyses that have investigated the possibility that there are other factors—tied to the organizational characteristics and conditions of schools—that are behind school staffing problems.

This is taken from the testimony of Richard Ingersoll in front the Pennsylvania legislature on the issues of school turnover.

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987–88 to 2011–12.

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987–88 to 2011–12.

This study examines the magnitude, destinations, and determinants of the departures of mathematics and science teachers from public schools.

This review critically examines 15 empirical studies, conducted since the mid1980s, on the effects of support, guidance, and orientation programs—collectively known as induction—for beginning teachers.

This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.

This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system.

This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system.

This study seeks to empirically ground the debate over mathematics/science teacher shortages, and evaluate the extent to which there is, or is not, a sufficient supply of teachers in these fields.

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered?

This study examines the most recent data from staffing surveys conducted by the National Center for Education Statistics (NCES), as well as those going back to 1987. Its concludes that over the last three decades the teaching force has become: 1) larger, 2) grayer, 3) greener, 4) more female, 5) more diverse by race-ethnicity, 6) consistent in academic ability, and 7) unstable.  It also calls for more research as to the reasons for these trends and their implications and consequences.

Teachers affect a variety of student outcomes through their influence on both cognitive and noncognitive skills. The author proxy for students’ noncognitive skill using non–test score behaviors. These behaviors include absences, suspensions, course grades, and grade repetition in ninth grade.

To identify and better understand the experience of these teachers, the authors started by studying 90,000 teachers across four large, geographically diverse urban school districts

To identify and better understand the experience of these teachers, the authors started by studying 90,000 teachers across four large, geographically diverse urban school districts

This article reports on a longitudinal study designed to explore these questions. In 1999, researchers from The Project on the Next Generation of Teachers selected and interviewed a diverse group of 50 new teachers in the Massachusetts public schools.

The Literature Review considers research that provides insight into problems of teacher shortage and turnover, offers a comprehensive explanation for why some able teachers leave the classroom prematurely, and suggests current strategies for increasing retention rates.

the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.

The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover

This policy brief summarizes the available evidence on the policy relevant factors that affect teacher turnover.

The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K–12 in the 50 states and the District of Columbia.

The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work.

This study present some of first evidence on the implementation and subsequent effect of discretionary layoff policies, by studying the 18th largest public school district in the nation, Charlotte-Mecklenburg Schools (CMS).

This study is among the first to address the empirical limitations of prior studies on organizational contexts by leveraging one of the largest survey administration efforts ever conducted in the United States outside of the decennial population census.

This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.

This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment).

This study created a model and methodology to document turnover costs for the middle and high schools in the Boston Public Schools to test the degree to which it could detect differences in costs for teachers of science, and to explore the feasibility of its implementation by school personnel

Using California teacher survey data linked to district data on salaries and staffing patterns, this study examines a range of school conditions as well as demographic factors and finds that high levels of school turnover are strongly affected by poor working conditions and low salaries, as well as by student characteristics. 

In this paper, the authors use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers.

The authors use longitudinal data from one large school district to investigate the distribution of principals across schools. They find that schools serving many low-income, non-White, and low-achieving students have principals who have less experience and less education and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools, and it is exacerbated by systematic attrition and transfer away from these schools.

Deciding to leave any job can be hard, but for teachers, exiting the classroom can be downright heartbreaking. Teaching, in it's essence, is about relationships- understanding students needs, fostering their passions, figuring out what makes them tick.

This research summary focuses on aspects of the study’s results that are likely to be most useful for policymakers and school leaders as they strive to maintain and manage an effective teacher workforce.

This article provides an analysis of factors influencing the supply of and demand for special education teachers

This research seeks to provide policy makers with some hard information on the costs of teacher turnover. The goal is to develop an average dollar cost per vacancy, which could also be converted to a percent of payroll, in order to compare to the rules of thumb mentioned
above.

This study uses twelve years of administrative data from North Carolina to examine the impact of school principals on school quality. The study finds that principal departures are followed by a decrease in a school’s performance.

In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities—small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs.

Using data on charter and public school districts in Texas, the authors test the hypothesis that the labor practices in charter schools, in particular, their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. 

The authors offer a new vision of teacher career pathways for the 21st century that holds promise for recruiting and retaining excellent teachers who further student learning. They showcase recent initiatives at the local, state, and national level that promote teacher role differentiation and create different models of teacher staffing and teacher career continuums.

This book examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. 

Prior research on teacher turnover focused mostly on whether or not and who leaves. This research builds on and extends prior studies by investigating not only whether and who but also when a teacher leaves. The phenomenon of this study emphasizes the dynamic nature of teacher exit.

One explanation: The working conditions are better in private schools, so instructors are willing to take a salary cut.

Applying consistent data practices and analytical techniques to administrative data sets from 16 urban districts, the authors document substantial cross-district variation in teacher retention rates. They also explore the influence of temporary leaves of absence and cross-district, within-state movement on retention estimates.

The purpose of this paper is to summarize what we know about the current state of rural teacher labor markets by contrasting them with the same data from urban, suburban, and large and small town settings.

This paper provides a review of the current teacher compensation system and examines the structure of teacher compensation in the U.S. K-12 public education system.

The authors investigate how the labor market decisions of recent college graduates, new teachers, and employers affect the academic quality of the teaching workforce in public schools.

This report reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence a teacher’s decision to enter, remain in, or leave the teaching profession, generally, and high-need schools, specifically.

This report examines the career paths of beginning public school teachers and how these career paths vary by characteristics during the teachers' first year of teaching and most recent year of teaching. 

Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. 

Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence.

This research use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover.

The authors report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach.

Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. 

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. 

We examine whether working conditions in different types of charter schools lead to different levels of teacher turnover. 

The objective in this review was to summarize and critique empirical research on the impact of beginning teacher induction on teacher retention and teacher quality (particularly studies in which teacher effectiveness was evaluated by using student achievement measures).

This study used a version of value added modeling to evaluate the impact of teacher turnover has on student achievement.

This paper reviews evidence from six recent studies, which collectively suggest that teachers who leave high-poverty schools are not fleeing their students, but rather the poor working conditions that make it difficult for them to teach and their students to learn. They include school leadership, collegial relationships, and elements of school culture.

This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers.

This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. 

This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts.

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.

The purpose of this study was to determine the extent to which a grow your own (GYO) program equitably increased special education teacher capacity in one Southern state's rural and non-rural school districts.

The purpose of this study was to develop a model that may be used to estimate the financial costs of teacher turnover in urban school districts. 

This report from the United States Department of Education provides national data on teacher retention.

This report from the state of North Carolina provides data on the performance of the states’ schools.

This report from the state of North Carolina provides data on the performance of the states’ schools.

The faux teacher shortage is of tremendous consequences. It routinely results in both states and school disricts lowering their standards for who is license and hired. But more important, it serve to distract us from fixing the chronic and persistent and alignment of teacher supply and demand. 

The cost of teacher turnover to schools and school districts has only recently been studied. This research reveals that when high-quality teachers leave the classroom, the effect on both student performance and school and district fiscal operations is significant and deleterious.