School district participation in the Missouri Career Ladder Program tends to increase teacher retention in the district and the profession, especially for mid-career teachers¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A school district's participation in the Missouri Career Ladder Program would tend to increase retention of teachers in the district and in the profession. → Kevin Booker 2009 q2 i? The retention effect is especially pronounced for mid-career teachers. → Kevin Booker 2009

Evidence¶

Kevin Booker 2009¶

Kevin Booker, Steven Glazerman. (2009). Effects of the Missouri Career Ladder Program on Teacher Mobility. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/effects-of-the-missouri-career-ladder-program-on-teacher-mobility

q2 · i? · causal · r?

The report's summary of its evidence on the Missouri Career Ladder Program states that district participation "would tend to increase retention in the district and the profession, especially for mid-career teachers." No effect size or sample statistics are printed on the page.

"This report presents evidence suggesting that a school district’s participation in the Missouri Career Ladder Program would tend to increase retention in the district and the profession, especially for mid-career teachers."

Discussion¶

Related Claims¶

• Missouri's Teacher Career Ladder program has at most a very small positive effect on student test scores — related
• The program's achievement effects were estimated statewide using nine years of longitudinal math and reading scores from 524 Missouri school districts — related
• Small career-ladder bonuses can affect teacher behavior without necessarily producing large effects — related
• The report's evidence base comprises program documentation, teacher focus groups, and telephone interviews with school officials — related
• Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction — related
• On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — related
• Teacher salaries influence entry, supply, and retention in teaching — a broader claim this one bears on
• Participation in an induction program alone does not improve the chances teachers will remain; induction quality matters, and almost 20 percent of new teachers report not participating — related