Ambient Positional Instability in Minnesota Schools: 2010–2011 to 2014–2015

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-6 - Longitudinal Studies SIG Posters

Abstract

High teacher instability has the potential to seriously compromise the right of every student in the United States to be educated. Few studies have used national-level long-term longitudinal data to examine the dynamic trajectories of teacher career paths. Retention and churn were examined within Minnesota using five years of administrative data. The retention rate was the highest at the state level in year 5 (69.7%), followed by the district level (64.9%), and then the school level (58.4%). The retention rate among Math and Science teachers was higher than the retention rate among English and Foreign language teachers. The churn rate was relatively stable over 5 years at the grade level, the district level, the subject level, and the school level.

Authors

• Jessica Chao, University of Pennsylvania

• Anna Rhoad-Drogalis, Ohio State University

• Selene Sunmin Lee, University of Pennsylvania

• Jimin Oh, University of Pennsylvania

• Farah Rayes, University of Pennsylvania

• Robert Boruch, University of Pennsylvania