On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? On average, more effective teachers remain in the profession. → Dan Goldhaber 2011
q2 i? On average, more effective teachers stay in their initial schools. → Dan Goldhaber 2011
Evidence¶
Dan Goldhaber 2011¶
Dan Goldhaber, Betheny Gross, Daniel Player. (2011). Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? Journal of Policy Analysis and Management, vol. 30, issue 1. https://www.mathematica.org/publications/teacher-career-paths-teacher-quality-and-persistence-in-the-classroom-are-public-schools-keeping-their-best doi:10.1002/pam.20549
q2 · i? · associational · r?
The article's abstract reports the study's average mobility finding for early-career teachers whose quality is measured with value-added methods: "more effective teachers remain in the profession and stay in their initial schools." No effect size is printed.
"On average, more effective teachers remain in the profession and stay in their initial schools."
Discussion¶
Related Claims¶
- 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 — related
- Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — 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
- Teacher background relates to early experience and retention: male gender, prior work experience, and CPS graduation associate with good elementary experiences, while a master's degree and CPS graduation associate with lower high school retention — related
- Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — related
- Teaching experience is positively and significantly associated with student achievement gains throughout a teacher's career, per a review of 30 studies — related
- High-quality induction and mentoring programs are reported to reduce new-teacher attrition, and early-career teachers without coaching are reported twice as likely to leave — related
- 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
- Student demographics and achievement levels affect early-career teacher mobility — related
- Teacher salaries influence entry, supply, and retention in teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
more-effective-teachers-remain-in-profession-and-school |
title |
On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools |
description |
On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dan-goldhaber-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.