Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Teachers who enter without preparation are two to three times more likely to leave than those who are prepared, producing a revolving door of underprepared educators in schools serving students of color and low-income families. → The Federal Role in Advancing Education Equity and Excellence 2020

Evidence¶

The Federal Role in Advancing Education Equity and Excellence 2020¶

The Federal Role in Advancing Education Equity and Excellence. (2020). Learning Policy Institute. https://eric.ed.gov/?id=ED610926

q2 · i? · theoretical · r1

The brief reports, citing research, that unprepared entrants to teaching are far more likely to leave, and that this revolving door is the norm in schools serving students of color and low-income families. No effect size or study design is printed.

"Teachers who enter without preparation are two to three times more likely to leave than those who are prepared. As a result, a revolving door of underprepared educators is the norm in many schools that serve students of color and those from low-income families."

Discussion¶

Related Claims¶

• Teachers with little preparation leave teaching at two to three times the rates of comprehensively prepared teachers — 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
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related
• Comprehensive preparation and quality mentoring reduce early-career teacher attrition — possibly the same claim (merge candidate)
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — 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)
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — related
• Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers — related
• Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties. — related
• Fully prepared novice teachers are less than half as likely to leave teaching after their first year than those lacking key training elements — possibly the same claim (merge candidate)