After controlling for teacher and school background, school demographic characteristics were not significantly related to minority teacher turnover¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? Poverty enrollment, minority enrollment, and proportion of minority faculty showed no consistent, statistically significant relationship with minority teacher departures. → Ingersoll 2017 q2 i? In contrast, these same demographic characteristics predicted higher nonminority turnover. → Ingersoll 2017

Evidence¶

Ingersoll 2017¶

Ingersoll, R., May, H., & Collins, G. (2017). Minority teacher recruitment, employment, and retention: 1987 to 2013. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/minority-teacher-recruitment

q2 · i? · associational · r3

Logistic regression models on SASS/TFS public school data (Tables 5a and 5b; minority teacher N 6,766–6,181; school N 2,977–3,304 depending on model). The report found "minority teachers, on average, did not depart at significantly different rates" across school demographic conditions, while nonminority turnover rose with poverty, minority enrollment, and minority faculty.

"after controlling for the background characteristics of teachers and schools, minority teachers, on average, did not depart at significantly different rates from schools with different poverty levels, with different minority student levels, or with different proportions of minority faculty"

Discussion¶

Related Claims¶

• From 1987 to 2012 the number of U.S. minority teachers more than doubled, growing faster than nonminority teachers and minority students — related
• Less positive school organizational conditions account for the higher minority teacher turnover rate; once conditions are controlled, the minority-nonminority turnover difference becomes statistically insignificant — related
• School organizational conditions—especially teacher classroom autonomy and faculty decision-making influence—are strongly related to minority teacher turnover — related
• Minority teacher turnover rates have been significantly higher than nonminority turnover, and the gap widened after 2004 — related
• Administrative support, student discipline, and faculty influence are associated with teacher turnover after controlling for teacher and school characteristics — related