Search Results: (1-12 of 12 records)
|REL 2022129||Principal Retention Patterns in Arizona, Nevada, and Utah
The departure of an effective school leader can influence staff turnover and student achievement for several years. With school systems facing an unprecedented public health crisis due to COVID-19, principal retention is a key area of concern for many local and state education agencies. The Regional Educational Laboratory West undertook this study of principal retention rates to help leaders in Arizona, Nevada, and Utah better understand principal retention patterns in their state, so that their new statewide leadership support initiatives could identify areas where support could be most effective. Findings showed that fewer than half of principals in each of these states remained at the same school from fall 2016 to fall 2020 (four-year retention). The study also found that principals who changed jobs (but remained in the principalship) tended to move to a new school in the same local education agency rather than to a new school in another local education agency. Principal retention patterns varied by state according to grade span, school locale type, and student demographic characteristics. In addition, across the three states, proportionally fewer principals remained at schools with lower average proficiency rates on standardized tests in math and English language arts than at schools with higher average proficiency rates from fall 2016 to fall 2019 (three-year retention).
|REL 2022109||Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District
New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city—not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified.
|REL 2021108||Supports Associated with Teacher Retention in Michigan
Statewide teacher shortages are hindering Michigan’s efforts to ensure that all students have equitable access to qualified teachers. Implementing teacher supports—which may be policies, practices, or programs—to increase teacher retention offers a way to alleviate shortages. This study identified supports implemented by local education agencies (traditional school districts and charter schools) that are associated with teacher retention. The study examined local teacher retention rates from 2013/14 to 2018/19 and teachers' responses to a survey about teacher supports in their local agencies and their perceptions of those supports.
Average annual teacher retention rates among Michigan’s local education agencies ranged from 33 percent to 100 percent in the six-year period. The likelihood that teachers would remain teaching in their local education agency was higher in local education agencies that served lower percentages of students who were economically disadvantaged, higher percentages of students who were White, and higher percentages of students proficient in English language arts. And the likelihood was higher in agencies that had regular supportive communication between new teachers and school leaders, implemented mentoring programs, provided new teachers with an orientation to their school, allowed teachers to set goals in their evaluations, and provided teachers with sufficient instructional resources. The study also found that supports associated with teacher retention varied by the type of local education agency and the percentage of students who were economically disadvantaged. Findings from this study can help education agencies in Michigan prioritize which of 30 teacher supports examined merit more rigorous investigation.
|REL 2021081||Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2
This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report is the second in a two-part set and builds on the foundational information in report 1. This report presents guidance on how to interpret differences in mobility and retention rates by teacher, school, or district characteristics; analyze year-to-year trends in mobility and retention; compare mobility and retention rates across districts or states; and examine how the implementation of a policy related to teachers might be associated with teacher mobility or retention.
|REL 2021080||Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1
This applied research methods report is a guide for state and local education agency policymakers and their analysts who are interested in studying teacher mobility and retention. This report provides the foundational information needed to answer policy-relevant research questions related to teacher mobility and retention and presents the decision points and steps necessary for conducting basic mobility and retention analyses.
|REL 2020033||Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota
Educators from Colorado, Missouri, and South Dakota share concerns about changes in school and district leadership. They have expressed interest in better understanding school and district leader mobility and attrition, and related factors. This report describes the proportions of school and district leaders who remained in leadership positions in the same schools or districts (stayers), transferred to leadership positions in different schools or districts (movers), or took nonleadership positions or left the state public school system (leavers) in Colorado, Missouri, and South Dakota. The report also describes the extent to which characteristics of principals, schools, and districts were associated with the likelihood of principals being movers or leavers rather than stayers. The authors used administrative data from 2015/16 to 2018/19, provided by the state education agencies. Results suggest that the proportions of school and district leaders who were stayers after one year ranged from 77 to 82 percent and that the proportions of stayers after three years ranged from 51 to 56 percent. After three years, younger principals were more likely to be movers and older principals were more likely to be leavers, compared to their peers. Principals who identified as a racial/ethnic minority and those who earned lower salaries were also more likely to be movers or leavers. In addition, principals were more likely to move from or leave schools that the state identified as needing additional support for improvement and schools in lower-performing districts. Findings suggest that decisionmakers may wish to better understand the causes of leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools.
|NCES 2018066||Principal Attrition and Mobility: Results From the 2016–17 Principal Follow-up Survey (NCES 2018-066)
This report presents selected findings from the Public School Principal Status Data File of the 2016–17 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public K–12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents.
|REL 2018275||Indicators of successful teacher recruitment and retention in Oklahoma rural school districts
The purpose of this study was to identify factors associated with successful recruitment and retention of teachers in Oklahoma rural school districts, in order to highlight potential strategies to address Oklahoma’s teaching shortage. The study was designed to identify teacher-level, district-level, and community characteristics in rural Oklahoma that predict which teachers are most likely to be successfully recruited (as defined in this study as having completed a probationary period of employment in a district for three years and obtained tenure status in their fourth year of teaching) and retained (as defined in this study as the duration of employment of tenured teachers in a given school district). For context, the study also explores patterns of teacher job mobility in Oklahoma in rural and nonrual schools. This correlational study covers a 10-year period, the 2005/06 to 2014/15 school years, and uses data from Oklahoma State Department of Education, Office of Educational Quality and Accountability, and community characteristics from data in federal noneducation sources. The study found that teachers who are male, those who have higher postsecondary degrees, and those who have more teaching experience are harder than others to recruit and retain in Oklahoma schools. Another key finding is that for teachers in rural schools, total compensation and increased responsibilities in job assignment (as measured by full-time equivalent and additional nonteaching assignments) are positively associated with successful recruitment and retention. The exploration of the patterns of teacher job mobility in Oklahoma showed that teachers at rural schools have a 70 percent chance of reaching their fourth year of teaching in the same district and, therefore, reaching tenure; this rate is slightly lower than the rates for teachers in nonrural areas. Also, rural school districts in Oklahoma had consistently lower rates of success in recruiting teachers than nonrural school districts from 2006/07 to 2011/12. In conclusion, the evidence provided by this study can be used to inform incentive schemes to help retain certain groups of teachers and increase retention rates overall. In addition, the results of this study could inform the design of more rigorous studies, such as impact evaluations, of such incentive schemes.
|REL 2016116||Teacher retention, mobility, and attrition in Kentucky public schools from 2008 to 2012
The purpose of this descriptive study was to determine the rates of retention, mobility, and attrition for classroom teachers in Kentucky public schools, as well as how those rates might vary by various teacher and school characteristics. The study looks at retention, defined as teachers returning to their same classroom ("stayers"); mobility, when teachers change schools within the school system ("movers"); and attrition, when teachers leave the system ("leavers") from one year to the next. The study used data on teachers collected by the Kentucky Center for Education & Workforce Statistics on every teacher employed in PK-12 public schools in academic years 2008/09, 2009/10, 2010/11, and 2011/12. Data on schools were obtained from the National Center for Education Statistics Common Core of Data. The study found that the Kentucky teacher workforce was largely stable across the study period (2008-2012). Most teachers (85.6 percent, on average) stayed in the same school from one year to the next, 6.0 percent moved to a different school, and 8.4 percent left the public school system. The study revealed some variation in rates based on select teacher and school characteristics. In particular, teachers with the fewest years of experience, teachers in urban schools, and teachers in schools where more students are eligible for free or reduced price lunch were retained at the lowest rates.
|NCES 2014064REV||Principal Attrition and Mobility:
Results From the 2012–13 Principal Follow-up Survey
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2011-12 Schools and Staffing Survey (SASS). The 2012-13 PFS was administered in order to provide attrition rates for principals in K-12 public and private schools. The goal was to assess how many principals in the 2011-12 school year still worked as a principal in the same school in the 2012-13 school year, how many had moved to become a principal in another school, and how many had left the principalship.
|REL 2012135||A Descriptive Analysis of the Principal Workforce in Wisconsin
National and state policymakers are concerned that the principal workforce is aging, that fewer new principals are joining the workforce, and that fewer female and racial/ethnic minority educators are entering and remaining in the principal workforce. This study describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009.
|NCES 2010337||Principal Attrition and Mobility: Results from the 2008-09 Principal Follow-up Survey
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2007-08 Schools and Staffing Survey (SASS). The 2008-09 PFS was administered in order to provide attrition rates for principals in K-12 public, private, and Bureau of Indian Education (BIE) schools. The goal was to assess how many principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship.