Teacher attrition patterns do not contribute to inequitable access to effective teachers¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q3 i? Patterns of teacher attrition do not contribute to inequitable access to effective teachers. → Eric Isenberg 2016

Evidence¶

Eric Isenberg 2016¶

Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Are High- and Low-Income Students Taught by Equally Effective Teachers? (Study Snapshot). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q3 · i? · associational · r?

As a key finding, the snapshot reports that teacher attrition patterns over the five study years do not contribute to inequitable access to effective teachers, distinguishing attrition from hiring and transfer as mechanisms.

"Patterns of teacher attrition do not contribute to inequitable access to effective teachers."

Discussion¶

Related Claims¶

• Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access — a broader claim this one bears on
• Remote learning was not associated with increased attrition among Pennsylvania elementary school teachers — related
• Pandemic-era attrition gaps widened for early-career teachers and health and counseling staff, charter school staff, and LEA administrators in large LEAs — related
• Statewide public school staff attrition in Pennsylvania rose from 4 percent in preceding years to 5 percent between fall 2020 and fall 2021 during the pandemic — related
• Attrition gaps between staff of color and non-Hispanic White staff grew during the pandemic except for school administrators, where they narrowed — related
• Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income — related
• Eliminating attrition inequities alone does little to close teacher quality gaps — related
• Teacher attrition, mobility, and hiring jointly contribute to teacher quality gaps between students of color and other students — reports the opposite
• U.S. teacher attrition averages 8–9% annually, about twice the rate of Canada, Finland, and Singapore, and drives roughly 9 in 10 annual hires — related