Talent-system reforms, including an experience-based salary scale and earlier recruitment, coincided with retention of over 90 percent of effective teachers¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Between 2017–18 and 2018–19 Perry Street retained over 90 percent of its effective teachers, after pre-turnaround turnover exceeded 50 percent of staff in one year. → Evan 2019

Evidence¶

Evan 2019¶

Evan, A. (2019). From the brink of closure: Key factors in one charter school's successful turnaround. San Francisco, CA: WestEd. https://dcpcsb.egnyte.com/dl/hdsUO9pDbh/

q2 · i? · qualitative · r2

Case-study evidence from the talent section: pre-turnaround over 50 percent of staff left in 2013–14; after reforms including a DC-market-aligned salary scale and December-start recruitment, the school "retained over 90 percent of its effective teachers."

"Between 2017–18 to 2018–19, for example, Perry Street retained over 90 percent of its effective teachers."

Discussion¶

Related Claims¶

• A quasi-experimental evaluation found Perry Street students improved significantly more during turnaround than they would have at other traditional or charter schools — related
• Perry Street moved from Tier III (lowest performing) to Tier I (highest performing) on DC's Performance Management Framework over five years of turnaround — related
• By 2017–18, more than 150 schools in nine states implemented Opportunity Culture, reaching over 41,000 students, with over $3 million in additional pay and 97 percent MCL retention support — related
• School culture changes during turnaround coincided with suspension rates falling from roughly one in four students suspended per year to zero suspensions — related
• Recruitment and retention of teaching staff is an activity integral to school improvement efforts under SIG, and the article presents findings on it in rural schools — related
• Traditional salary schedules may not reward effective teaching or give the most effective teachers incentives to work in high-need schools, motivating performance-based compensation — related
• Teacher salaries influence entry, supply, and retention in teaching — related
• UCLA-CS reports high teacher retention and above-district student and parent satisfaction alongside its academic outcomes — related