Teacher Retention in Early College High Schools and Texas STEM Academies: Unpacking the Positive Impacts of College and Career Readiness School Models

• In Event: Leaving or Staying in Teaching? Intentions, Ideologies, and Job Satisfaction

Abstract

A stable learning environment is key to high school reforms aimed at promoting postsecondary educational success. High teacher attrition harms student-teacher relationships and disrupts school climate and learning environments. Educational leaders need greater understanding of how college readiness reforms alter school climate generally, and teacher turnover in particular. We study teacher turnover in two Texas College and Career Readiness School Models (CCRSM), called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school based college readiness reforms.

Authors

• David S. Knight, University of Washington

• Pooya Almasi, University of Washington

• Jinseok Shin, University of Texas - El Paso

• Julia C. Duncheon, University of Washington