Staying and Growing: Increasing Equitable Access to Effective Educators in High-Need Schools

• In Event: From the Classroom to the Boardroom: Exploring Approaches to Promoting Equity in Education

Abstract

Students in high-need schools in the U.S. often are least likely to have access to effective educators, and these schools often have high teacher turnover. Therefore, efforts to improve educator effectiveness must also make efforts to improve educator retention. This study examines the impacts of a federal Teacher Incentive Fund grant on teachers’ effectiveness and retention based on improvements to partner schools’ human capital management systems. Main findings include improved retention of teachers within each proficiency band over the course of the grant, as well as evidence of improved effectiveness for initially low-performing teachers. Findings suggest that human capital management investments are a critical avenue for improving equitable access to effective educators in high-need schools.

Authors

• Handrea A. Logis, National Institute for Excellence in Teaching

• Jessica E. Hall, Pearson

• Trevor Leutscher, National Institute for Excellence in Teaching

• Joshua H. Barnett, National Institute for Excellence in Teaching

• Tanee Hudgens, National Institute for Excellence in Teaching

• Marina Serdiouk, National Institute for Excellence in Teaching