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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person
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? For novice elementary school teachers, being male, having prior work experience, and being a graduate of CPS are associated with reporting a good teaching experience. → Lura Forcum and William Harms 2005
q2 i? Among novice high school teachers, having a master's degree or higher and being a graduate of CPS are associated with being less likely to remain in the profession. → Lura Forcum and William Harms 2005
Evidence¶
Lura Forcum and William Harms 2005¶
Lura Forcum and William Harms. (2005). New report shows that high-quality induction can help keep teachers on the job. University of Chicago press release announcing Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools. https://consortium.uchicago.edu
q2 · i? · associational · r?
Survey analysis of novice CPS teachers' backgrounds. The report also states that among novice high school teachers, "having a master's degree or higher and being a graduate of CPS are associated with being less likely to remain in the profession." Background data show 27 percent of new elementary and 21 percent of new high school teachers were CPS graduates.
"For novice elementary school teachers, being male, having prior work experience, and being a graduate of CPS are associated with reporting a good teaching experience."
Discussion¶
Related Claims¶
- On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — related
- Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes — related
- Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-background-experience-retention-associations |
title |
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 |
description |
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 wit... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2005 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lura-forcum-and-william-harms-2005 |
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