Teacher Stability and Turnover in Los Angeles: The Influence of Teacher and School Characteristics

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Abstract

In this paper, we investigate the effects of teacher characteristics and school context on the timing of teachers’ decisions to exit schools where they teach. The two-level discrete-time survival analysis framework allows for simultaneous examinations of who exits, when, and under what conditions. Our results for a large sample of teachers in the Los Angeles Unified School District observed from 2002-03 to 2008-09 affirm the importance of school context such as type of school (e.g., charter) and school organizational characteristics (e.g., teacher-students racial match in some context), above and beyond individual teacher characteristics and qualifications. In addition, differences in the relationship between some factors and teacher turnover are observed between elementary and secondary teachers.

Authors

• Xiaoxia A. Newton, University of California - Berkeley

• Maria del Rosario Rivero, University of California - Berkeley