Attrition and Turnover Among Beginning Teachers in Texas by Preparation Program

Abstract

Background: Prior work examined the relationship between teacher preparation programs (TPPs) and teacher attrition and turnover. However, such research aggregated all types of non-traditional certification programs (non-TCPs) into a single non-TCP group. This practice masks some critical differences among non-TCPs, and could send a misleading message to stakeholders and policymakers. Purpose: Our study builds on prior studies and empirically investigates the relationship between the types of TPPs and beginning teachers’ attrition and turnover behaviors in Texas public schools using a detailed non-TCP typology. Our study provides information about variation in attrition and turnover rates among non-TCPs and highlights the types of non-TCPs that exhibited different turnover and attrition patterns. Research Design: Using longitudinal administrative data and detailed data on preparation program type obtained from the Texas Education Agency, we estimated a series of logistic regression models and discrete-time hazard models with district fixed effects, school random effects, and school-by-year random effects. Findings: Non-TCP teachers were more likely to leave the profession or the district than TCP teachers for the first few years. Yet, by the end of the fourth year, attrition and turnover rates converged between TCP and non-TCP teachers. Among non-TCP teachers, teachers from district-administered programs and programs operated by private nonprofit organizations exhibited different attrition and turnover behaviors than other non-TCP teachers. Conclusion: Given the differential turnover and attrition rates among non-TCP teachers, district and school administrators may design tailored activities and programs that could meet the varying needs of teachers from different types of preparation programs.

Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts

“…Research on TRPs is growing, with findings suggesting the need for understanding district and school-level perspectives throughout the development of such programs (Mitani et al, 2022). Being grounded from teacher education but housed within local districts requires multiple viewpoints on the advantages of these increasingly common innovative programs.…”