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ERIC Number: ED501286
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 5
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: N/A
Attrition of Public School Mathematics and Science Teachers. Issue Brief. NCES 2008-077
Hampden-Thompson, Gillian; Herring, William L.; Kienzl, Gregory
National Center for Education Statistics
Staffing American schools with well-qualified teachers has long been a prominent issue in elementary and secondary education. Mathematics and science teachers are of particular interest because mathematics and science are core subjects in both elementary and secondary public schools. These subjects continue to attract attention as the need for individuals entering the workforce with advanced knowledge in these areas remains high. Maintaining a sufficient supply of mathematics and science teachers depends on both entry rates into these teaching fields and attrition from these fields. This Issue Brief reports on trends in the attrition of public school mathematics and science teachers over a 16-year period and examines the reasons given by mathematics and science teachers for leaving teaching employment. With the exception of leaving for better salary and/or benefits, no measurable differences were found between mathematics and science leavers and other leavers in the percentages rating the selected reasons for leaving as very important or extremely important. The percentage of public school mathematics and science teachers who left teaching employment did not change measurably between 1988-1989 and 2004-2005. However, the percentage of other public school teachers who left teaching employment did increase over the same period. (Contains 10 endnotes and 6 tables.)
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/help/orderinfo.asp
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
IES Funded: Yes
IES Cited: ED561224