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ERIC Number: ED537048
Record Type: Non-Journal
Publication Date: 2012
Pages: 20
Abstractor: ERIC
Reference Count: N/A
Keeping Irreplaceables in D.C. Public Schools: Lessons in Smart Teacher Retention
In "The Irreplaceables," TNTP researchers argued that America's urban schools take a negligent approach to teacher retention, losing too many of their very best teachers--their "Irreplaceables"--and keeping too many of their weakest teachers, year after year. A combination of weak school leadership, poor working conditions and restrictive policies prevented schools in the four districts they studied from making smarter choices about the teachers they keep--with devastating consequences for students and the entire teaching profession. In this case study, researchers compare those findings with teacher retention patterns in District of Columbia Public Schools (DCPS). No large urban school district has changed its approach to teacher evaluation and compensation more dramatically in recent years. In the process, the district's reforms have drawn widespread attention and controversy. Especially in light of concerns about churn in DCPS's teacher workforce, it is important to explore whether the changes are helping the district keep more of its best teachers in the classroom. Researchers find that the policy changes are having a positive impact on teacher retention patterns in DCPS. DCPS's experience offers two overarching lessons for state, district and school leaders who want to make smart retention a top priority: (1) It takes more than policy changes to maximize smart retention; and (2) Districts can remove low-performing teachers without alienating top teachers. (Contains 10 figures and 16 footnotes.)
TNTP. 186 Joralemon Street Suite 300, Brooklyn, NY 11201. Tel: 718-233-2800; Fax: 718-643-9202; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: TNTP
Identifiers - Location: District of Columbia