Measuring the Limits: When Does Longitudinal Teacher Attrition Become Problematic?

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Teacher Retention Across Contexts (Table 13)

Abstract

This paper explores teacher attrition through a data-driven lens, focusing on when turnover becomes detrimental to student outcomes. Using Maryland Longitudinal Data System (MLDS) data, the study develops metrics for episodic and chronic attrition, building on organizational theory and teacher turnover research. It uses a validity argument framework (Kane, 1990, 2006), to examine possible approaches to measure these constructs. Preliminary findings suggest that high attrition rates, particularly above 16% for four-year average rates, are associated with -.02 to -.05 reductions in student achievement compared to schools with low four-year average attrition rates. The study aims to provide actionable benchmarks for policymakers to better manage teacher turnover and enhance educational stability.

Author

• Erin Janulis, WestEd