Interactional Analysis of Retention of Mathematics Teachers From a Selective Alternative Route Program

• In Event: 79.035 - Examining Issues of Teacher Education and Diversity in STEM

Abstract

We report on an interactional regression analysis that examines how training and first-schools shape the retention of mathematics teachers from the New York City Teaching Fellows (NYCTF) program, a prominent alternative route program. We find that NYCTF math teachers exhibit high rates of turnover over the first eight years of their careers. That said, we show that the type or content of training that they receive can either accelerate or decelerate this turnover. Related, we find that the trajectories of different subgroups of teachers are highly malleable depending on the conditions of training and first schools. To illustrate this, we compare the retention-related “trajectories” of two NYCTF teacher subgroups, namely, Mature Black Insiders and Young Elite White Outsiders.

Authors

• Andrew M. Brantlinger, University of Maryland

• Laurel A. Cooley, Brooklyn College - CUNY

• Julie Miller, University of Maryland - College Park

• Matthew J. Griffin, University of Maryland