Black Teachers’ Retention and Transfer Patterns in North Carolina: How Do Patterns Vary by Teacher Effectiveness, Subject, and School Conditions?

Grading Teachers: Race and Gender Differences in Low Evaluation Ratings and Teacher Employment Outcomes

“…After controlling for low ratings, our main effect models (Table 5) do not detect an increased likelihood of exit for African American or Latinx teachers. Alternatively stated, we find no evidence that there is a peer-to-peer, within-school predisposition among African American and Latinx teachers to leave teaching after conditioning on observable teacher and school attributes and evaluation ratings, confirming a similar recent finding from North Carolina (Sun, 2018). Instead, in the case of African American teachers, we find the opposite (columns 1 and 3).…”

A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes

“…In terms of school context, the mechanisms driving the effect of student-teacher matching are arguably quite distinct for a Black student who attends a racially segregated school with numerous Black teachers compared to a Black student in a racially diverse school who is assigned to one Black teacher throughout their entire schooling. As students and teachers are not equally distributed across schools (Hansen & Quintero, 2018;Sun, 2018), understanding the school conditions in which students benefit the most from a racially or ethnically similar teacher is important, as it can inform administrator's decisions about how to consider student and teacher race/ethnicity in assignment decisions. Furthermore, this research could also enhance our understanding of the ways in which the classroom environment becomes racialized under different conditions.…”

Taking Their First Steps: The Distribution of New Teachers in School and Classroom Contexts and Implications for Teacher Effectiveness

“…For example, Boyd, Lankford, Loeb, Ronfeldt, and Wyckoff (2011) find that Black and Hispanic teachers are less likely to apply for transfers out of schools with larger shares of same-race students. Moreover, when teachers transfer, they often transfer into schools with larger shares of same-race students (e.g., Hanushek & Rivkin, 2007; Sun, 2018). Racial congruence between teachers and their schools may thus be higher among teachers with more experience, either because more experienced teachers have had more opportunities to sort into homophilic environments or because seniority often comes with greater transfer rights under local CBAs (e.g., Goldhaber, Lavery, & Theobald, 2016).…”

“…For example, teachers have higher expectations for their same-race students (Gershenson, Holt, & Papageorge, 2016) and evaluate those students’ behaviors more favorably (Downey & Pribesh, 2004; Wright, Gottfried, & Le, 2017), and students have more positive attitudes and make larger achievement gains when assigned to demographically similar teachers (Cherng & Halpin, 2016; Dee, 2004; Egalite & Kisida, 2018; Egalite, Kisida, & Winters, 2015). In addition to the apparent benefits for students, teachers are more likely to remain in their school placements when student racial compositions more closely match their own (Strunk & Robinson, 2006; Hanushek et al, 2004; Sun, 2018). Racial congruence between teachers and other school staff may also be important; having a same-race or same-gender administrator may increase job satisfaction and reduce turnover among teachers (Grissom & Keiser, 2011; Grissom, Nicholson-Crotty, & Keiser, 2012), and teachers of color at a school are less likely to seek out colleagues for advice when there are no other teachers of color (Bristol & Shirrell, 2019).…”

“…Moreover, teachers whose student-teaching placements had better collaboration have higher student achievement gains in their current positions (Ronfeldt, 2015). In addition, teacher perceptions of their administrators, school supports, and relationships with colleagues are significant predictors of teacher satisfaction and retention as well as student achievement growth (Boyd et al, 2011; Farinde, Allen, & Lewis, 2016; Grissom, 2011; Johnson, Kraft, & Papay, 2012; Kraft, Marinell, & Yee, 2016; Olsen & Huang, 2019; Player, Youngs, Perrone, & Grogan, 2017; Sun, 2018).…”