The cost of teacher turnover to schools and school districts has only recently been studied. This research reveals that when high-quality teachers leave the classroom, the effect on both student performance and school and district fiscal operations is significant and deleterious. The implications for study in this area include the planning of teacher induction programs that can improve teacher retention and student achievement, and educational finance reforms that have the potential to increase the efficiency of school district finances and operations. In this article, the two fiscal measurement instruments used to determine the cost of teacher attrition are compared and critiqued—the School Turnover Analysis and the Teacher Turnover Cost Calculator. The article concludes with recommendations for future research and policy reform, and encourages the increased use of teacher attrition cost measurement tools in schools and school districts.

This article reports the results of a qualitative meta-analysis study of the research and literature on the efficacy of teacher induction on the retention of high-quality secondary school teachers and challenges current assumptions about the efficacy of induction despite the proliferation of induction programs nationwide. A theoretical model for the design of future teacher induction programs that emerged from the research is presented. Recommendations for secondary school leadership, policy, and future research are included.

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During the 2007 NCATE accreditation review, he served as College faculty Co-chair and member of the Core Working Committee.