Teacher Retention

When are teachers leaving the classroom? Is attrition associated with teacher characteristics or preparation route?

Once quality teachers are recruited into classrooms, retaining them must become a high priority. Although research has revealed factors that can influence teacher retention, most of the data available to understand which teachers leave, why they leave, and where they go is outdated, unavailable or restricted. One unfortunate trend has held steady for 15 years: about 10% of newly hired teachers are not teaching in Texas public schools the following academic year (Smith, 2021a).

School Characteristics

Understanding the relationship between school characteristics and teacher retention can reveal factors that impact teachers’ decisions to leave the profession. The National Teacher and Principal Survey (previously the Schools and Staffing Survey [SASS]) administered by the National Center for Education Statistics is the most widely used dataset to examine teacher retention; however, this survey has not been administered in a format that allows for retention tracking since 2011, making the available data over a decade old. According to the SASS, attrition for teachers assigned to high-poverty schools is higher than for teachers at lower-poverty schools, with a total of 22% of teachers in high-poverty schools moving schools or leaving the profession in just one year compared to 12% of teachers at low-poverty schools (Kena, et al., 2016). This result is supported by research specific to Texas that found that teachers in mid-high and high-poverty schools were more likely than teachers at low-poverty schools to leave their schools within three years (Reyes & Alexander, 2017).

Figure 14. Percentage of Teachers who Moved Campuses or Left the Profession: Academic Year 2012–2013

Low-Poverty Schools Mid-low Poverty Schools Mid-high Poverty Schools High Poverty Schools

22%

6% 6% 9% 12%

6% 8% 7% 10% 12% 14% 15%

Source: (Kena, et al., 2016)

In Texas, small school districts have much higher teacher attrition rates than large districts, particularly among

first-year teachers (Smith, 2021c). In 2020–2021, large districts lost 14–16% of their first-year teachers whereas small districts lost about 25% of their new teachers. It is important to note that much lower numbers of new teachers left the profession from 2019–2020 to 2020–2021, which could in large part be attributed to the economic uncertainty brought on by the COVID-19 pandemic.

Teacher Demographics

The national SASS revealed that from 2011–12 to 2012–13, teachers of color were more likely to move schools or leave the profession than White teachers (Kena, et al., 2016). During this time, 85% of White teachers stayed in their positions compared to 78% of Black teachers and 79% of Hispanic teachers. Failing to retain teachers of color at the same rate as White teachers further exacerbates the diversity gap in the teacher workforce. Although teachers of color are more likely to leave the profession, research specific to Texas indicates that Hispanic teachers who were prepared by traditional programs were the mostly likely ethnicityroute combination to be retained (Van Overschelde & Wiggins, 2019). These findings suggest that quality

preparation can play a role in retaining teachers of color.

Retention by Certification Route and Level

The Center for Research, Evaluation, and Assessment in Teacher Education (CREATE) at the University of Houston has been studying teacher retention in Texas for the last decade. Each year they use data from the Education Research Center to calculate the retention of teachers who were prepared through each certification route. The 2020 report included teachers who obtained a standard or probationary teaching certification in 2014–2015 and began teaching in 2015–2016 with no prior teaching experience. Teachers prepared by traditional EPPs were retained at much higher rates than teachers prepared by ACPs (CREATE, 2020). CREATE also disaggregates their findings by certification level; teachers in elementary and middle schools are consistently retained at higher rates than teachers in high schools.

Figure 15. Teacher Retention by Certification Route

Traditional Alternative Statewide

Source: (Center for Research, Evaluation, & Advancement of Teacher Education, 2020)

Why Teachers Leave

Although these figures reveal useful information regarding the types of teachers who leave the profession, these data do not indicate why the teachers left. However, Texas-specific and nationwide research reveals some of the most common reasons teachers leave. A study of Texas teachers found that teachers without an accurate preview of what their positions would be like before accepting a teaching position were more likely to be dissatisfied with their jobs and to leave their schools or the profession (Ellis, 2015). Additionally, low workplace satisfaction is the most frequently cited organization-level reason for teachers leaving the profession (55%) (Darling-Hammong, 2003; Ingersoll, Merrill, & Stuckey, 2014; The New Teacher Project, 2012). Instructional leadership, school culture, collegial relationships, common planning time/collaboration, teachers’ decisionmaking input, professional development resources, and lack of parental support and involvement also have large impacts on teacher turnover (Berry & Gravelle, 2013; Gardner, 2010).

One factor that can also influence teacher retention is low salary. The Teacher Incentive Allotment (TIA) was created by the 86th Texas Legislature as part of House Bill 3 (2019) with a primary goal of establishing sixfigure salaries for some teachers and pushing local education agencies to develop systems of strategic staffing that address their needs. Teachers earn designations through two different routes. First, National Board Certified teachers are eligible to earn a Recognized designation. Second, districts may designate their effective teachers when they are approved for a local teacher designation system. The approval process is multi-step and includes the submission of a system application to the TEA and then a data validation process through Texas Tech University.

The TIA impacts the certification pipeline as a contributing factor to salary, retention, and opportunities for future professional growth as a teacher. So far, 4,617 teachers across 127 LEAs have earned a designation, yielding a combined additional $43,046,976 in salary provided to teachers in 2020–2021. This program could potentially incentivize TCs to remain in the classroom instead of leaving the field or pursuing other educationspecific opportunities for salary advancement (such as principal, central office, etc.).

For more information, visit EdTx.org/EdPrep

Educate Texas, an initiative of Communities Foundation of Texas, is a trusted change agent in Texas education, working through programs and policies to ensure every Texas student is prepared in the school, in the workforce, and in life. Since 2003, Educate Texas has partnered with school districts, institutions of higher education, businesses, community and civic organizations, state agencies, and policymakers to strengthen the public and higher education systems for all Texas students.