Teacher Retention in Professional Development Schools of Graduates From Programs With Residency and Research Requirements

• In Event: Exploring and Expanding Research Related to Professional Development Schools

Abstract

PDS partnerships feature an acceptance of responsibility by universities and school districts to promote the professional growth of pre-service and beginning teachers. Propensity score matching was used to compare teachers who graduated from post-baccalaureate educator preparation programs having year-long residencies at PDS sites and action research components with a control group of teachers who were not program participants. Teacher groups were matched on eight variables in the propensity score analysis. Program graduates had significantly higher average treatment effects than non-participants, indicating that program components such as school-university partnerships, year-long residencies, and action research may inform teacher retention. Study findings may assist districts and universities in collaboratively preparing and supporting teachers working in diverse, predominately urban P-12 schools.

Authors

• Brittany Cunningham, Atlanta Public Schools

• William L. Curlette, Georgia State University

• Robert Hendrick, Georgia State University