NotesFAQContact Us
Search Tips
ERIC Number: ED573425
Record Type: Non-Journal
Publication Date: 2016-Mar
Pages: 43
Abstractor: As Provided
Reference Count: 65
School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data. Working Paper
Kraft, Matthew A.; Marinell, William H.; Yee, Darrick
Research Alliance for New York City Schools
We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school contexts captured on the annual NYC School Survey. We identify credible estimates by isolating variation in organizational contexts within schools over time. We find that improvements in school leadership, academic expectations, teacher relationships, and school safety are all independently associated with corresponding reductions in teacher turnover. Increases in school safety and academic expectations for students also correspond to increases in student achievement. These results are robust to a range of potential threats to validity, suggesting that our findings are likely driven by an underlying causal relationship. The following is appended: Raw Factor Loadings for School Context Dimensions.
Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail:; Web site:
Publication Type: Reports - Research-practitioner Partnerships; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: William T. Grant Foundation
Authoring Institution: New York University, Research Alliance for New York City Schools
Identifiers - Location: New York (New York)