Elementary and Secondary Teacher Position Changes Within and Across Schools: An Analysis of Texas State Administrative Data

• In Event: Roundtable Session 57
  In Roundtable Session: Evaluation, Professional Growth, and Use of Data of Educators

Abstract

Changes in teachers’ positions, such as teacher attrition or assigned grade changes can have important negative consequences via increased costs, limitations to policy implementation, undermining school culture, and negatively impacting student achievement. Despite all of the attention paid to teacher attrition, very little research has been conducted on the magnitude, impacts, or predictors of teacher movement that occurs within schools (e.g., grade change or re-assignment). In this study, we work within a broad framework of teacher movement, which we refer to as ambient positional instability (API) to estimate the magnitude of within school teacher position changes using Texas State administrative data, particularly at the secondary level, estimations of which have not previously been published for any state or district.

Authors

• John M. Weathers, Lehigh University

• Dave Taylor, 21st Century Partnership for STEM Education

• John Baker, 21st Century Partnership for STEM Education

• F. Joseph Merlino, The 21st Century Partnership for STEM Education

• Robert Boruch, University of Pennsylvania