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Distribution and Retention of Teachers: Key Findings From Recent Research

Distribution and Retention of Teachers: Key Findings From Recent Research. Jennifer B. Presley Illinois Education Research Council Presentation for Illinois-NCTAF August 9, 2004. A Summary of Research-Based Factors Affecting Teacher Preferences. Student attributes Class size

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Distribution and Retention of Teachers: Key Findings From Recent Research

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  1. Distribution and Retention of Teachers: Key Findings From Recent Research Jennifer B. Presley Illinois Education Research Council Presentation for Illinois-NCTAF August 9, 2004

  2. A Summary of Research-Based Factors Affecting Teacher Preferences • Student attributes • Class size • School culture • Facilities • Leadership and safety • Working close to where teachers grew up or in schools similar to the ones they attended as students Source: “Public Policy and Teacher Labor Markets. What We Know and Why It Matters.” Susanna Loeb and Michelle Reininger. The Education Policy Center at Michigan State University. April 2004. www.epc.msu.edu/publications/labormarkets/summary.pdf

  3. Social Decisions Instructional Decisions Probability of Turnover Teacher Influence Probability of teacher turnover by amount of teacher influence over social and instructional decisions Source: “The Effects of Control and Teacher Autonomy in Schools.” PowerPoint presentation by Richard Ingersoll to Illinois-NCTAF. March 12, 2004.

  4. Illinois’ Teachers:Choosing Where to Teach • Half of newly certified teachers said there were districts in Illinois in which they would not teach. • When asked what it would take to change their minds, 3 factors were very important : • Assurance of greater resources to support teaching • Improved student behavior • Safety in school/neighborhood Source: Teacher Supply in Illinois: Evidence from the Illinois Teacher Study. IERC, December 2002.

  5. Illinois School Percentile Teacher Teacher Quality Attribute 10th 50th 90th Average Teachers with BA degrees from most- 8.8% 0.0% 16.7% 37.2% competitive colleges First-year teachers 5.4% 0.0% 4.1% 12.0% Teachers with less than 4 years of 18.5% 4.5% 16.1% 32.3% teaching experience Teachers with emergency or 2.4% 0.0% 0.0% 7.4% provisional credentials Teachers who failed Basic Skills test 4.2% 0.0% 0.0% 12.5% on 1st attempt Average ACT score of teachers with 21.8 19.0 21.5 23.8 5 or fewer years of experience Distribution of Quality Attributes of 2002-03 Illinois Teachers Source: IERC unpublished, 2004

  6. Variance Decomposition (%)* Between Districts Between Schools School Quality Attribute Between Regions within Region within District % Teachers with BA Degrees from 38.8 (35.1) 24.5 (32.7) 36.7 (32.2) Most-Competitive Colleges % First-Year Teachers 5.9 (4.0) 12.8 (16.4) 81.2 (79.6) % of Teachers with Less Than 4 8.7 (11.1) 22.8 (23.7) 68.5 (65.2) Years of Teaching Experience % of Teachers with Emergency or 15.3 (6.6) 17.8 (19.8) 66.9 (73.5) Provisional Credentials % of Teachers who Failed Basic 11.0 (4.2) 18.5 (15.6) 70.5 (80.2) Skills Test on 1st Attempt Average ACT Score of Teachers w 1.8 (2.6) 17.0 (17.1) 81.2 (80.3) 5 or Fewer Years of Experience Variance Decomposition for Illinois Teacher Quality Attributes *Percents in parentheses exclude Chicago and East St. Louis from the Northeast and Southwest regions, respectively. Source: IERC unpublished, 2004

  7. Source: IERC unpublished, 2004

  8. Source: IERC unpublished, 2004

  9. Teacher Attrition in Illinois: Those Who Leave • Between 32% and 40% of Illinois’ public school teachers leave within 5 years. • 13% loss after first year; + 10% after second year • Females under 30 are 40% more likely to leave than older females (35% versus 25%) • Little difference by race and district type • 7% of 2001 full-time teachers (9,000) did not return for 2002 – this includes retirees. About 1800 switched to non-teaching positions. • Between 3,000 and 5,500 former IPS teachers re-enter teaching each year. Sources: Theobold and Michael. NCREL, 2002 “Teacher Turnover in Illinois, Indiana, Minnesota and Wisconsin: Who Stays, Moves and Leaves. Educator Supply and Demand in Illinois 2002 Annual Report. Illinois State Board of Education, January 2003.

  10. Teacher Attrition in Illinois: Those Who Move • An additional 26% of IPS teachers move between districts during their first 5 years • Minority teachers (47% versus 23%) • Urban teachers (47% versus 19%) • Teachers in above-average poverty districts (35% versus 16%) • Special education teachers (34% versus 26% elementary/23% secondary) • Movers take advantage of being especially attractive to other districts and/or motivated to move up to a ‘better’ district environment Source: Theobold and Michael. NCREL, 2002 “Teacher Turnover in Illinois, Indiana, Minnesota and Wisconsin: Who Stays, Moves and Leaves.”

  11. Perceived Helpfulness of Induction Activities + Satisfaction with Teaching Position + + Intention to Teach in 2006 Number of Induction Activities Received + + + • Participation in: • Support Sessions • Topical Workshops • Release Time • Access to Technology • Reduced Activities + Factors Related to Illinois Teachers’ Intentions to be Teaching in 2006 Source: Teacher Induction in Illinois: Evidence from the Illinois Teacher Study. IERC, 2003-2.

  12. Illinois Teachers’ Primary Reason for Leaving Percentage Source: Teacher Supply in Illinois: Evidence from the Illinois Teacher Study. IERC, December 2002.

  13. What Illinois Leavers Were Doing in 2000-2001 Source: Teacher Supply in Illinois: Evidence from the Illinois Teacher Study. IERC, December 2002.

  14. Summary • Teachers are influenced by perceptions of school resources, student behavior and safety in their choices of where to teach. • Teacher quality is distributed unequally across and within regions in Illinois. Even within school type [low-income, minority], there is substantial variation in teacher quality attributes across schools. • Teacher turnover appears to be greater for some schools across all regions and school types. • Many of those who leave intend to return.

  15. Implications for Improving School Environments and Increasing Teacher Retention • Improving working conditions will influence the distribution and retention of teachers. • Capital improvements; provision of supplies • Capable administrative leadership • Comprehensive programs of induction • Improved recruitment and hiring practices • Teacher attrition may also be reduced with policies that enable teachers to continue teaching while meeting family responsibilities. • Examine barriers to teacher re-entry.

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