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Leung, Jenny – Online Submission, 2020
This report examines various outcomes regarding National Board (NB) Certified teachers and their students in the Austin Independent School District for 2018-2019. The National Board for Professional Teaching Standards NB certification process is a rigorous professional development opportunity available to teachers, counselors, and librarians that…
Descriptors: School Districts, Teacher Certification, National Standards, Teacher Effectiveness
Tara Kilbride; Katharine O. Strunk; Salem Rogers; Jeremy Anderson; Meg Turner – Education Policy Innovation Collaborative, 2021
This report is the first in a series of annual reports the Michigan legislature mandated in December 2020. The purpose of this report is to summarize available state administrative data to begin to quantify the teacher shortage, provide a baseline from which future comprehensive data analysis can begin, and most critically, to provide…
Descriptors: Teacher Shortage, Teacher Supply and Demand, State Legislation, Educational Policy
Vekeman, Eva; Devos, Geert; Valcke, Martin; Rosseel, Yves – Educational Review, 2017
Teacher turnover is an international issue of continuing concern in education. While different antecedents of teachers' turnover intention have been identified, teachers' fit within the school (i.e. person-organisation [P-O] fit) in the context of turnover intention is still an emerging field of research. Building on the unfolding model of…
Descriptors: Teaching (Occupation), Job Satisfaction, Faculty Mobility, Teacher Surveys
Rodriguez, Luis A.; Swain, Walker A.; Springer, Matthew G. – American Educational Research Journal, 2020
The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout…
Descriptors: Teacher Evaluation, Evaluation Methods, Job Performance, Teacher Transfer
Brummet, Quentin; Gershenson, Seth; Hayes, Michael S. – Educational Policy, 2017
Teacher churning likely harms student achievement. However, the phenomenon of within-school grade-level teacher reassignments is understudied. The current study provides descriptive evidence on the frequency and predictors of within-school teacher grade switching using both longitudinal administrative data from Michigan and nationally…
Descriptors: Longitudinal Studies, State Surveys, National Surveys, Data Analysis
Schmitt, Lisa N. T.; Cornetto, Karen M. – Online Submission, 2015
This executive summary highlights findings from the full report (published separately), describing how many teachers transferred or changed jobs in AISD, remained at their schools, or left the school district after the 2013-2014 school year, along with characteristics of teachers in each group. A separate research brief also was published. [For…
Descriptors: School Districts, Faculty Mobility, Teacher Transfer, Teacher Persistence
Atteberry, Allison; Loeb, Susanna; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2016
Educators raise concerns about what happens to students when they are exposed to new teachers or teachers who are new to a school. These teachers face the challenge of preparing a year's worth of new material, perhaps in an unfamiliar work environment. However, even when teachers remain in the same school they can switch assignments--teaching…
Descriptors: Teacher Placement, Incidence, Teacher Transfer, Academic Achievement
Jacksonville Public Education Fund, 2021
Trends across the United States, Florida and Duval County Public Schools (DCPS) indicate that over the last decade, not only are teachers leaving the profession much sooner than in previous years, but there were also fewer teachers entering the profession. The Duval Schools teacher retention rate for the district is approximately 84%. However,…
Descriptors: Public Schools, Teacher Recruitment, Teacher Persistence, Labor Turnover
Harrell, Pamela Esprívalo; Thompson, Ruthanne; Brooks, Kanini – Journal of Science Teacher Education, 2019
This 5-year study investigated transfer and retention behavior for 76 science and mathematics teachers in the United States. Counter to the research literature, a bivariate correlation analysis showed that poverty, minority composition, and passing state exams did not impact a decision to transfer schools after the 1st year of teaching, although…
Descriptors: Science Teachers, Mathematics Teachers, Poverty, Discipline
Elise Dizon-Ross; Susanna Loeb; Emily Penner; Jane Rochmes – Annenberg Institute for School Reform at Brown University, 2019
Despite growing concern over teachers' ability to live comfortably where they work, we know little about the systematic impacts of affordability on teachers' well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among…
Descriptors: Stress Variables, Economic Factors, Anxiety, Urban Schools
Warner-Griffin, Catharine; Noel, Amber; Tadler, Chrystine – National Center for Education Statistics, 2016
There are at least four ways teachers may enter a new school: directly after receiving a new degree, exiting a different career, transferring from another school or type of position in a school, or after a break from teaching. The data used in this report span 25 years, from 1987 to 2012, providing an overview of these four key sources of newly…
Descriptors: Elementary Secondary Education, National Surveys, Beginning Teachers, Experienced Teachers
Sun, Min; Loeb, Susanna; Grissom, Jason A. – Educational Evaluation and Policy Analysis, 2017
Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely.…
Descriptors: Peer Influence, Teacher Effectiveness, Teacher Transfer, Mathematics Teachers
Chagares, Adam M. – ProQuest LLC, 2016
There is an enormous educational disparity among schools in the United States. One reason for this disparity is the teachers employed by well-performing schools and low-performing schools. This study reports the factors and financial tradeoffs that would influence well-qualified teachers to work in low-performing schools. Teacher employment is…
Descriptors: Experienced Teachers, Teacher Attitudes, Preferences, Teacher Transfer
Grissom, Jason A.; Loeb, Susanna; Nakashima, Nathaniel A. – Journal of Policy Analysis and Management, 2014
Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary teacher transfer policies or their effects on schools,…
Descriptors: Teacher Transfer, Transfer Policy, Teacher Competencies, School Effectiveness
Steinberg, Matthew P.; Neild, Ruth Curran; Canuette, W. Kyle; Park, Sharin; Schulman, Emily; Wright, Melissa – Philadelphia Education Research Consortium, 2018
Teachers are the most important influence in schools on student achievement, which makes attracting and retaining excellent teachers a high priority for all school districts. But public schools in large cities like Philadelphia are especially challenged to provide every student with a highly-effective teacher. Teacher mobility--that is,…
Descriptors: Faculty Mobility, Urban Schools, School Districts, Public Schools