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ERIC Number: ED389158
Record Type: RIE
Publication Date: 1995-May-26
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Retention, Transfer, and Attrition of Special and General Education Teachers in National Perspective.
Boe, Erling E.; And Others
This study used existing databases to analyze, from a national perspective, the specific components of retention, transfer, and attrition of special education teachers (SETs) in comparison with general education teachers (GETs). The study used data from the 1990-1991 Schools and Staffing Survey (SASS) and the 1992 Teacher Followup Survey (TFS). Analysis evaluated the following factors: teaching field retention, teaching field transfer, attrition, school retention, school reassignment, district migration, district retention, district attrition, entering teachers, and private school migrants. Districts were categorized as either urban, suburban/large town, small town, or rural. Major conclusions included the following: (1) retention of SETs in specific assignments from one year to the next (89 percent) is significantly less than the retention of GETs in specific assignments (94 percent); (2) the lower percentage of retained SETs is due primarily to transfer of SETs to general education (5 percent); (3) intervention designed to improve the retention of SETs might most productively focus on the higher rate of teaching field transfer; (4) approximately the same percentage of SETs and GETs retained in the same teaching field transfer to different public schools each year, with the vast majority of both groups remaining in the district; (5) the retention of SETs and GETs in the same district from one year to the next is not a function of urbanicity; and (6) while the annual transfer of SETs to general education (about 14,600 teachers) is a major source of open positions, the annual transfer of GETs to special education (about 9,300 teachers) is a major source of supply. Appendices provide data tables and more information on the SASS and TFS surveys. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.; Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Pennsylvania Univ., Philadelphia. Graduate School of Education.
Identifiers: Schools and Staffing Survey (NCES); Teacher Followup Survey (NCES)
Note: In: National Dissemination Forum on Issues Relating to Special Education Teacher Satisfaction, Retention and Attrition (Washington, DC, May 25-26, 1995); see EC 304 434.