Report Includes State-by-State Teacher Attrition Costs, Says
Comprehensive Induction Programs Can Improve Teaching Effectiveness and Retain
High-Quality Teachers
Roughly half a million U.S. teachers either move or leave
the profession each year—attrition that costs the United States up to $2.2
billion annually, according to a new report from the Alliance for Excellent
Education. This high turnover rate disproportionately affects high-poverty
schools and seriously compromises the nation’s capacity to ensure that all
students have access to skilled teaching, says On the Path to Equity: Improving the Effectiveness of Beginning Teachers.
“Teacher attrition hits states and school districts in the
wallet, but students and teachers pay the real price,” said Bob Wise, president
of the Alliance for Excellent Education and former governor of West Virginia.
“The monetary cost of teacher attrition pales in comparison to the loss of
human potential associated with hard-to-staff schools that disproportionately
serve low-income students and students of color. In these schools, poor
learning climates and low achievement often result in students—and teachers—leaving
in droves.”
The report cites the well-established principle that
teaching quality is the most powerful school-based factor in student
learning—one that outweighs students’ social and economic background in
accounting for differences in student learning. It also notes that chronic gaps
remain in disadvantaged students’ access to effective teaching—a scenario that
unmistakably harms students, but also has an impact on teachers.
Without access to excellent peers, mentors, and
opportunities for collaboration and feedback, teachers’ performance in
high-poverty schools plateaus after a few years and both morale and work
environment suffer. Ultimately, the report notes, these hard-to-staff schools
become known as “places to leave, not places in which to stay.” According to
the report, high-poverty schools experience a teacher turnover rate of about 20
percent per calendar year—roughly 50 percent higher than the rate in more
affluent schools.
To calculate the cost of teacher attrition, the Alliance
worked with Richard Ingersoll, professor of education and sociology at the
University of Pennsylvania. In addition to the national figure, Ingersoll also
provides cost estimates for all fifty states and the District of Columbia that
range between roughly $2 million in Delaware, Vermont, and Wyoming and up to
$235 million in Texas.
Teachers leave their profession for a variety of reasons,
including inadequate administrative support, isolated working conditions, poor
student discipline, low salaries, and a lack of collective teacher influence
over schoolwide decisions. Turnover is especially high among new teachers, with
40 to 50 percent leaving the profession after five years, according to research
cited in the report.
To curb turnover—especially among new teachers—the report
recommends a comprehensive induction program comprised of multiple types of
support, including high-quality mentoring, common planning times, and ongoing
support from school leaders. Teachers who receive such support have higher
levels of job satisfaction, rate higher in their classroom teaching practices,
and are associated with higher levels of student achievement. Unfortunately,
only about half of novice teachers receive mentoring from a teacher in their
teaching field or have common planning time with other teachers.
The good news is that multiple initiatives are now under way
to develop professional standards for beginning teachers, strengthen
preparation, and shape strategies to address the developmental needs of
teachers throughout their careers. The report highlights the work of the New
Teacher Center (NTC), a national nonprofit organization headquartered in Santa
Cruz, California that partners with states, districts, and policymakers and has
established a well-designed, evidence-based induction model for beginning
teachers that increases teacher retention, improves classroom effectiveness,
and advances student learning.
NTC also partners with states and districts to report data
on teaching and learning conditions using its Teaching, Empowering, Leading,
and Learning (TELL) survey to help states develop policies and practices that
connect related factors, such as school leadership, teaching, and learning
conditions, and specific educator policies.
On the Path to Equity cautions that policies to improve
teaching effectiveness are complex and depend on individual teachers’ abilities
as well as the working conditions within schools. It adds that systemic
approaches are needed to reverse the inequities in the distribution of teaching
talent and to foster school environments that support the kind of ongoing,
intensive professional learning that positively impacts student learning. To
this end, the report offers five policy recommendations for states and
districts:
- Require regular evaluations of teachers using multiple measures.
- Develop systems to encourage high-quality educator development and teaching.
- Require comprehensive induction programs for new teachers.
- Embed analysis and improvement of teaching and learning conditions.
- Support staff selection and professional growth systems that foster collegial collaboration.
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