Teachers with little or no pedagogical preparation are 2 to 3 times more likely to leave teaching than comprehensively prepared teachers¶

Claim · All claims
Evidence · 4 studies (5 entries) · 3 review r2, 1 associational r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 5 of 5 entries) · not reviewed by a person · recheck by 2029: baselines and conditions change

Subclaims¶

q2 i? Teachers with little to no pedagogical preparation are 2 to 3 times more likely to leave the profession than those with the most comprehensive preparation. → Espinoza 2018 q2 i? In a large-scale controlled analysis, teachers entering through alternative certification pathways were 25% more likely to leave teaching than other teachers. → Espinoza 2018 (2)

q2 i? Attrition rates are two to three times higher for teachers entering without full preparation, including those without certification, than for comprehensively prepared teachers. → Podolsky 2016

q2 i? Teachers with little preparation exit at rates two to three times as high as those with comprehensive preparation before entry. → Sutcher 2016

q2 i? One study found teachers with little to no pedagogical preparation were 2 to 3 times more likely to leave the profession than those with the most comprehensive preparation. → Saunders 2024

Evidence¶

Espinoza 2018¶

Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view

q2 · i? · review · r2

The report's synthesis of studies on teacher preparation and turnover finds a preparation continuum associated with attrition: "educators with little to no pedagogical preparation are 2 to 3 times more likely to leave the profession" than comprehensively prepared teachers. No effect size is printed.

"Studies of the relationship between teacher preparation and teacher turnover suggest educators with little to no pedagogical preparation are 2 to 3 times more likely to leave the profession than those with the most comprehensive preparation"

Espinoza 2018 (2)¶

Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view

q2 · i? · review · r2

The report cites a large-scale controlled analysis finding alternative-certification entrants "25% more likely to leave teaching than other teachers" after controlling for school, teacher, subject, workplace, and salary factors. The report notes alternative routes vary in rigor.

"a recent large-scale analysis that controlled for school and teacher characteristics, subject area, workplace conditions, and district salaries found that teachers who enter the profession through alternative certification pathways are 25% more likely to leave teaching than other teachers"

Podolsky 2016¶

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the Teacher Shortage: How to Attract and Retain Excellent Educators. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/solving-teacher-shortage. doi:10.54300/262.960

q2 · i? · review · r2

The report's preparation section synthesizes multiple studies of teacher preparation and attrition, reporting that "attrition rates are found to be two to three times higher" for those without full preparation. No single effect size or sample is printed; the range varies by study.

"Depending on the study, attrition rates are found to be two to three times higher for those who enter the profession without full preparation, including those without certification, than for those who are comprehensively prepared."

Sutcher 2016¶

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching. doi:10.54300/247.242

q2 · i? · associational · r2

In its synthesis of attrition research (Section V), the report states "Teachers with little preparation tend to leave at rates two to three times as high as those who have had a comprehensive preparation before they enter."

"Teachers with little preparation tend to leave at rates two to three times as high as those who have had a comprehensive preparation before they enter."

Saunders 2024¶

Saunders, R., Fitz, J., DiNapoli, M. A., Jr., & Kini, T. (2024). Teacher residencies: State and federal policy to support comprehensive teacher preparation. Learning Policy Institute & EdPrepLab. https://doi.org/10.54300/358.825

q2 · i? · review · r2

Cited in the report's introduction as background on turnover: "teachers with little to no pedagogical preparation were 2 to 3 times more likely to leave the profession than those with the most comprehensive preparation." The report cites several studies finding higher turnover for entrants without adequate preparation.

"One study found that teachers with little to no pedagogical preparation were 2 to 3 times more likely to leave the profession than those with the most comprehensive preparation, which includes student teaching, formal feedback on their teaching, and multiple courses in student learning and teaching."

Discussion¶

Related Claims¶

• Schools with high teacher turnover and large proportions of underprepared teachers are associated with lower achievement for all students and for students experiencing homelessness, after accounting for other factors — related
• Comprehensive preparation and quality mentoring reduce early-career teacher attrition — possibly the same claim (merge candidate)
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — possibly the same claim (merge candidate)
• Alternatively certified teachers are 25% more likely to leave their schools and the profession, controlling for other factors — related
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — related
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related
• High teacher attrition, near 8% annually, is the largest share of teacher demand, and halving it could virtually eliminate shortages — related
• Well-prepared and well-mentored teachers stay in teaching at more than twice the rate of unprepared entrants, and teacher residency programs typically retain more than 80% over five years — possibly the same claim (merge candidate)
• Overall U.S. teacher turnover is about 16% annually, with about 8% leaving the profession and about 8% moving schools — related
• Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
• There is a severe shortage of certified computer science teachers, with only 75 college graduates certified in 2016 — related
• Teacher salaries influence entry, supply, and retention in teaching — related