David De Jong and Ayana Campoli
Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few…
Abstract
Purpose
Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers.
Design/methodology/approach
In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau.
Findings
The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools.
Research limitations/implications
This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts.
Practical implications
Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition.
Social implications
In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas.
Originality/value
The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.
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Keywords
Ayana Allen-Handy and Abiola Farinde-Wu
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter…
Abstract
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter provides an overview of the three sections of the book and the corresponding chapters. Within the pages of this volume, contributing authors discuss the historical and contemporary landscapes of Black female teachers, examine the underrepresentation of Black women in the US teacher workforce, as well as discuss innovative strategies to increase the recruitment and retention of Black female teachers in PK-12 classrooms. Ultimately, this chapter provides insight into the salience of Black female teachers in the diversification of the US teacher workforce. Moreover, highlighting implications and recommendations for a variety of educational stakeholders.
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Ayana Kee Campoli and Dyanis Conrad-Popova
The shortage of teachers of color, specifically Black female teachers, is a problem that detrimentally impacts students in US public schools. The high turnover of Black teachers…
Abstract
The shortage of teachers of color, specifically Black female teachers, is a problem that detrimentally impacts students in US public schools. The high turnover of Black teachers may be caused by the poor working conditions they experience in their schools. However, the literature lacks a broad overview that gives a national perspective on how working conditions in general, and interpersonal relationships in particular, affect the retention of Black female teachers. For this study, we analyzed data from a nationally representative sample of over 1,000 Black female teachers who participated in the 2007–2008 Schools and Staffing Survey (SASS). We addressed two main research questions. First, how do the working conditions in schools where Black female teachers are employed relate to their retention? Second, does the quality of the interpersonal relationships between Black female teachers and others at their schools predict career decisions? Our findings have implications for policymakers and school leaders who seek to improve teacher retention in US public schools.