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Teacher Turnover and Student Characteristics: A Three Year Statewide Study
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turnover directly impact student achievement, teacher quality, and school/district accountability and are a costly occurrence (NCTAF, 2003). The impact of well-prepared teachers on student achievement can be stronger than the influences of student background factors such as poverty, language background, and minority status (Darling-Hammond, 2000).
E. Im plication for Action.
Outcomes from this study could lead to changes at the state level concerning
how school systems assign teachers. The highest need schools, instead of being assigned new, inexperienced teachers, need the best, most experienced teachers working with their students. In fact, teacher education is currently experiencing a dynamic transformation with regard to aligning teacher quality with high needs schools (American Association of Colleges for Teacher Education, 2006). Moreover, Colleges of Teacher Education need to include in their teacher preparation programs ways in which to prepare their graduates to be more successful in the schools to which they are most likely to be assigned, high need schools.
Section II: Outcom es and Methods A. Learner/Participant Outcom es.
Participants will learn about the strong relationships, depicted in findings from
this study, between teacher turnover and student demographic characteristics. Participants will be presented with information about consistent trends, across three years, between teacher turnover and student demographic characteristics.
B. Methods.
In this individual paper, participants will be presented with highlights of the study
of three years of statewide data in which teacher turnover was directly linked with student demographic characteristics. In addition, participants will be provided with a copy of these findings and of the reviewed literature.
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| | Authors: Martinez-Garcia, Cynthia., Slate, John. and Tejeda-Delgado, Carmen. |
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turnover directly impact student achievement, teacher quality, and school/district
accountability and are a costly occurrence (NCTAF, 2003). The impact of well-prepared
teachers on student achievement can be stronger than the influences of student
background factors such as poverty, language background, and minority status
(Darling-Hammond, 2000).
E. Im plication for Action.
Outcomes from this study could lead to changes at the state level concerning
how school systems assign teachers. The highest need schools, instead of being
assigned new, inexperienced teachers, need the best, most experienced teachers
working with their students. In fact, teacher education is currently experiencing a
dynamic transformation with regard to aligning teacher quality with high needs schools
(American Association of Colleges for Teacher Education, 2006). Moreover, Colleges of
Teacher Education need to include in their teacher preparation programs ways in which
to prepare their graduates to be more successful in the schools to which they are most
likely to be assigned, high need schools.
Section II: Outcom es and Methods
A. Learner/Participant Outcom es.
Participants will learn about the strong relationships, depicted in findings from
this study, between teacher turnover and student demographic characteristics.
Participants will be presented with information about consistent trends, across three
years, between teacher turnover and student demographic characteristics.
B. Methods.
In this individual paper, participants will be presented with highlights of the study
of three years of statewide data in which teacher turnover was directly linked with
student demographic characteristics. In addition, participants will be provided with a
copy of these findings and of the reviewed literature.
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