NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED578907
Record Type: Non-Journal
Publication Date: 2017-Dec
Pages: 50
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
Trends in Teacher Mobility in Texas and Associations with Teacher, Student, and School Characteristics. REL 2018-283
Sullivan, Kate; Barkowski, Elizabeth; Lindsay, Jim; Lazarev, Valeriy; Nguyen, Thanh; Newman, Denis; Lin, Li
Regional Educational Laboratory Southwest
The Regional Educational Laboratory Southwest Educator Effectiveness Research Alliance expressed interest in investigating annual teacher mobility in Texas. This resulting study, using data from the 2011/12-2015/16 school years, first asked how large teacher mobility was and how much of that movement was between schools in the same district, how much was between districts in Texas, and how much was out of public school teaching in Texas altogether. The study also addressed the relationships between teacher mobility and teachers' personal and professional characteristics, school-level student characteristics, and schools' average teacher ratings (under a new system piloted in 2014/15). The study used 2011/12-2015/16 data collected by the Texas Education Agency on all Texas public schools. It also used data collected by the Texas Education Agency during the 2014/15 pilot of the Texas Teacher Evaluation and Support System (T-TESS) in 57 school districts-about 5 percent of districts in Texas. This report provides state and district policymakers in Texas with updated information on trends in teacher mobility and on correlates of mobility in the teaching workforce, offering a systematic baseline for monitoring and planning. The findings will enable policymakers to formulate a strategic, targeted approach for recruiting and retaining teachers rather than relying on generic approaches for increasing the overall supply of teachers or improving recruitment. For example, informed efforts might target attracting and retaining teachers in specific fields (such as special education), at certain stages of their career (such as novice teachers), or in certain geographic areas. Moreover, the analysis enriches the knowledge base about schools' teacher retention and mobility in relation to the quality of the teaching force and may inform policy discussions about the importance of a stable teaching force for teaching effectiveness. [This document was produced in collaboration with the Regional Educational Laboratory Southwest Educator Effectiveness Research Alliance.]
Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Southwest Educational Development Laboratory; Regional Educational Laboratory Southwest (ED)
Identifiers - Location: Texas
IES Funded: Yes
Grant or Contract Numbers: EDIES12C0012