Teacher Stability and Turnover in Los Angeles
The Influence of Teacher and School Characteristics
In a new PACE Working Paper, Xiaoxia A. Newton, Rosario Rivero, Bruce Fuller, and Luke Dauter, University of California, Berkeley, investigate the effects of teacher characteristics and school context on the timing of teachers’ decisions to exit schools where they teach. The two-level discrete-time survival analysis framework allows for simultaneous examinations of who exits, when, and under what conditions. Their results for a large sample of teachers in the Los Angeles Unified School District, observed from 2002-03 to 2008-09, affirm the importance of school context, such as type of school (e.g., charter) and school organizational characteristics (e.g., teacher-students racial match) above and beyond individual teacher characteristics and qualifications. In addition, differences in the relationship between some factors and teacher turnover are observed between elementary and secondary teachers.
Suggested citationNewton, X. A., del Rosario Rivero, M., Fuller, B., & Dauter, L. (2011, July). Teacher stability and turnover in Los Angeles: The influence of teacher and school characteristics [Working paper]. Policy Analysis for California Education. https://edpolicyinca.org/publications/teacher-stability-and-turnover-los-angeles-influence-teacher-and-school