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

2012 ◽  
Vol 20 ◽  
pp. 15 ◽  
Author(s):  
Daniel Allen Sass ◽  
Belinda Bustos Flores ◽  
Lorena Claeys ◽  
Bertha Pérez
Keyword(s):  
Teacher Attrition ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
Retention Rates ◽  
School Level ◽  
Quality Teachers ◽  
High Stakes ◽  
Attrition Rates ◽  
Low Performing Schools ◽  
Basic Competency

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 state-mandated 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.

scholarly journals Rural Elementary Administrators’ Views of High-Stakes Testing

2018 ◽  
Vol 26 (1) ◽  
Author(s):  
Robert J. Egley ◽  
Brett D. Jones
Keyword(s):  
School Administrators ◽  
High Stakes Testing ◽  
Test Results ◽  
Academic Needs ◽  
Negative Effects ◽  
Quality Teachers ◽  
High Stakes ◽  
Positive Effects ◽  
Elementary Administrators ◽  
Rural Elementary School

This study examines how rural elementary school administrators perceive the effects of high-stakes testing in comparison to suburban and urban elementary administrators. High-stakes testing had a greater impact, both positively and negatively, on rural administrators than on their counterparts in suburban and urban schools. Specifically, the positive effects were that rural administrators were more motivated by the testing program to do a better job, found the test results more useful in assessing teachers, and found the test results more useful in meeting the academic needs of students. The negative effects were that rural administrators felt more pressure than urban administrators to improve test scores and found their school rating to more negatively affect their ability to attract high quality teachers than administrators in suburban schools.  

New Teacher Socialization and the Testing Apparatus

2018 ◽  
Vol 88 (3) ◽  
pp. 308-333 ◽  
Author(s):  
SARAH BYRNE BAUSELL ◽  
JOCELYN A. GLAZIER
Keyword(s):  
Elementary School Teachers ◽  
Teacher Educators ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
New Teacher ◽  
Discussion Groups ◽  
Teacher Socialization ◽  
School Teachers ◽  
High Stakes ◽  
Teaching Philosophies

Given the well-documented pervasiveness of high-stakes assessment in preK–12 schools, many researchers have investigated how testing affects students. In this article, Sarah Byrne Bausell and Jocelyn A. Glazier explore the ways that high-stakes testing influences beginning teacher socialization and the ways that teacher colleagues shape one another's responses to these policies. The authors use discourse analysis to examine six years of transcripts collected from a series of quarterly teacher discussion groups, during which elementary school teachers talked about their work within the testing landscape. Their findings indicate that high-stakes testing deeply affects teacher beliefs, practices, and socialization behaviors, thus revealing a troubling tendency to position students as numbers and a sharp decline in talk about teaching philosophies and practices develops alongside the testing policy landscape. Bausell and Glazier recommend that teacher educators prepare future teachers with an understanding of the ways teacher socialization unfolds so that new teachers can be mindful of the factors that may shape their practice.

scholarly journals How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members

2021 ◽  
Vol 2 (1) ◽  
pp. p7
Author(s):  
Stefanie Sorbet ◽  
Patricia Kohler-Evans
Keyword(s):  
Teacher Retention ◽  
New Teachers ◽  
School Teacher ◽  
Educational Leaders ◽  
Field Research ◽  
Retention Rates ◽  
Mentoring Programs ◽  
Quality Teachers ◽  
Attrition Rates ◽  
New Teacher Retention

The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high quality teachers are more likely to show academic gains. How can students get what they need if teacher turnover is so alarmingly high? Teachers need ongoing and job-embedded support to remain in this challenging profession. By combining the two powerful approaches of mentoring and coaching, educational leaders can foster reciprocal relationships between novice and seasoned teachers while increasing the likelihood that the rates of teacher retention could improve dramatically. Schools with mentoring programs in place reported greater new teacher retention rates as compared to those schools without mentoring programs in place (Di Carlo, 2015).

scholarly journals Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement

2010 ◽  
Vol 18 ◽  
pp. 27 ◽  
Author(s):  
Jacob M Marszalek ◽  
Arthur L Odom ◽  
Steven M. LaNasa ◽  
Susan A. Adler
Keyword(s):  
Student Achievement ◽  
Teacher Preparation ◽  
School Improvement ◽  
High Stakes Testing ◽  
School Level ◽  
Highly Qualified ◽  
High Stakes ◽  
Building Type ◽  
Grade Levels ◽  
The Relationship

Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle). The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.  

The High Risks of High-Stakes Testing

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
High Stakes Testing ◽  
High Stakes
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