Testing the Stated Reasons for Entry of Alternatively Certified Teachers and Their Odds of Retention

• In Event: Teacher Induction and Retention for and From Diverse Communities and Contexts

Abstract

This study examines the relationship between alternatively certified mathematics teachers’; stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a nine-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history & demographic information about the teachers and sites of employment in New York City (NYC) public schools. We found that of the four reasons for entry factors, two were predictive of NYCTF mathematics teacher retention (i.e., job benefits, alternative certification) and two were not (i.e., altruism, meaningful job).

Authors

• Pamela C. Callahan, University of Maryland

• Andrew M. Brantlinger, University of Maryland