Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-24T10:55:18.678Z Has data issue: false hasContentIssue false
  • English
  • Français

Identifying Schools With High Usage and High Loss of Newly Qualified Teachers

Published online by Cambridge University Press:  01 January 2020

Sam Sims  and
Rebecca Allen
Rebecca Allen*
Affiliation:
UCL Institute of Education
*
E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

In England, teacher shortages have worsened in recent years and one contributor is the declining rates of retention among newly qualified teachers (NQTs). We employ a method developed in the health-statistics literature to identify schools that both recruit an unusually high level of NQTs and lose an unusually high level of NQTs from the profession. We show that this small group of schools, which are likely characterised by poor working conditions, are responsible for a disproportionately large amount of attrition from the teaching profession. This has a material effect on overall teacher shortages and comes at a high cost to taxpayers. Policy solutions, including improving the flow of information to NQTs to help them avoid such schools, are discussed

Keywords

teacher retentionworking conditionsaccountabilityI21D82J45J63
Type
Research Articles
Information
National Institute Economic Review , Volume 243 , February 2018 , pp. R27 - R36
Copyright
Copyright © 2018 National Institute of Economic and Social Research

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

We would like to thank the Department for Education for access to the School Workforce Census. Thanks also to participants at a NIESR seminar and referees for their helpful comments.

References

Allen, R., Belfield, C., Greaves, E., Sharp, C. and Walker, M. (2016), The Longer-term Costs and Benefits of Different Initial Teacher Training Routes, IFS report R118, London: Institute for Fiscal Studies.Google Scholar
Allen, R., Burgess, S. and Mayo, J. (2017), ‘The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England’, Education Economics, pp. 1–20.Google Scholar
Allen, R. and Sims, S. (2018), ‘Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools’, forthcoming in Oxford Review of Education.CrossRefGoogle Scholar
Allen, R. and Sims, S. (forthcoming), The Teacher Gap, London: Routledge.Google Scholar
Allensworth, E., Ponisciak, S. and Mazzeo, C. (2009), The Schools Teachers Leave: Teacher Mobility in Chicago Public Schools, Chicago, IL: University of Chicago Consortium on Chicago School Research.Google Scholar
Atteberry, A., Loeb, S. and Wyckoff, J. (2016), ‘Teacher churning: reassignment rates and implications for student achievement’, Educational Evaluation and Policy Analysis, 20(10), pp. 1–28.Google Scholar
Bevan, G. and Wilson, D. (2013), ‘Does “naming and shaming” work for schools and hospitals? Lessons from natural experiments following devolution in England and Wales’, Public Money and Management, 33(4), pp. 245–52.CrossRefGoogle Scholar
Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S. and Wyckoff, J. (2010), ‘The influence of school administrators on teacher retention decisions’, American Educational Research Journal, 48(2), pp. 303–33.Google Scholar
Buchanan, J. (2010), ‘May I be excused? Why teachers leave the profession’, Asia Pacific Journal of Education, 30(2), pp. 199–211.CrossRefGoogle Scholar
Burgess, S. (2015), Human Capital and Education: The State of the Art in the Economics of Education, COEURE: Cooperation on European Research in Economics.Google Scholar
Chetty, R., Friedman, J. and Rockoff, J. (2014), ‘Measuring the impacts of teachers II: teacher value-added and student outcomes in adulthood’, American Economic Review, 104(9), pp. 2633–79.Google Scholar
Clotfelter, C., Ladd, H., Vigdor, J. and Diaz, R. (2004), ‘Do school accountability systems make it more difficult for low-performing schools to attract and retain high quality teachers?’, Journal of Policy Analysis and Management, 23(2), pp. 251–71.CrossRefGoogle Scholar
Dolton, P. (2006), ‘Teacher supply’, Handbook of the Economics of Education, 2, pp. 1079–161.CrossRefGoogle Scholar
Dolton, P. and van der Klaauw, W. (1999), ‘The turnover of teachers: a competing risks explanation’, Review of Economics and Statistics, 81(3), pp. 543–52.CrossRefGoogle Scholar
Dolton, P., Tremayne, A. and Chung, T. P. (2003), The Economic Cycle and Teacher Supply, Paris: OECD.Google Scholar
Falch, T., Johansen, K. and Strøm, B. (2009), ‘Teacher shortages and the business cycle’, Labour Economics, 16(6), pp. 648–58.CrossRefGoogle Scholar
Gini, R. and Forni, S. (2009), ‘Funnel plots for institutional comparisons’, United Kingdom Stata Users' Group Meetings 2009 10, Stata Users Group.Google Scholar
Hamre, B. and Pianta, R. (2005), ‘Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?’, Child Development, 76(5), pp. 949–67.CrossRefGoogle ScholarPubMed
Hanushek, E. and Rivkin, S. (2012), ‘The distribution of teacher quality and implications for policy’, Annual Review of Economics, 4, pp. 131–57.CrossRefGoogle Scholar
Henry, G., Fortner, C. and Bastian, K. (2012), ‘The effects of experience and attrition for novice high-school science and mathematics teachers’, Science, 335(6072), pp. 1118–21.CrossRefGoogle ScholarPubMed
Hobson, A. J., Malderez, A., Tracey, L., Homer, M. S., Ashby, P., Mitchell, N., and Tomlinson, P. D. (2009), Becoming a Teacher: Teachers' Experiences of Initial Teacher training, Induction and Early Professional Development (Final report), Nottingham: Department for Children, Schools and Families (DCSF).Google Scholar
Holme, J., Jabbar, H., Germain, E. and Dinning, J. (2017), ‘Rethinking Teacher Turnover: longitudinal measures of instability in schools’, Educational Researcher, 0013189X17735813.CrossRefGoogle Scholar
Hong, J. (2012), ‘Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses’, Teachers and Teaching, 18(4), pp. 417–40.CrossRefGoogle Scholar
Jackson, C. (2016), ‘What do test scores miss? The importance of teacher effects on non-test score outcomes’, National Bureau of Economic Research Working Paper (No. w22226).CrossRefGoogle Scholar
Johnson, S. and Birkeland, S. (2003a), ‘Pursuing a “sense of success”: new teachers explain their career decisions’, American Educational Research Journal, 40, pp. 581–617.CrossRefGoogle Scholar
Johnson, S. and Birkeland, S. (2003b), ‘The schools that teachers choose’, Educational Leadership, 60(8), pp. 20–24.Google Scholar
Knibbs, S., Mollidor, C., Lindley, L., Allen, R. and Sims, S. (2017), High Potential Middle Leaders (Secondary) Programme: An Evaluation, London: National College for Teaching and Leadership.Google Scholar
Kraft, M. (2017), ‘Teacher effects on complex cognitive skills and social-emotional competencies’, Journal of Human Resources, 0916–8265R3.Google Scholar
Kraft, M., Marinell, W. and Shen-Wei Yee, D. (2016), ‘School organizational contexts, teacher turnover, and student achievement: evidence from panel data’, American Educational Research Journal, 53(5), pp. 1411–49.CrossRefGoogle Scholar
Kukla-Acevedo, S. (2009), ‘Leavers, movers, and stayers: the role of workplace conditions in teacher mobility decisions’, The Journal of Educational Research, 102(6), pp. 443–52.CrossRefGoogle Scholar
MAC (2016), Partial review of the Shortage Occupation List, Migration Advisory Committee.Google Scholar
National Audit Office (2016), Training New Teachers, London: NAO.Google Scholar
OECD (2014), TALIS 2013 Results: An International Perspective on Teaching and Learning, Paris: OECD.Google Scholar
Mohammed, M.A., Cheng, K.K., Rouse, A. and Marshall, T. (2001), ‘Bristol, Shipman, and clinical governance: Shewhart's forgotten lessons’, The Lancet, 357(9254), pp. 463–7.CrossRefGoogle ScholarPubMed
Oulton, J.A. (2006), ‘The global nursing shortage: an overview of issues and actions’, Policy, Politics and Nursing Practice, 7(3), pp. 345–95.CrossRefGoogle ScholarPubMed
Papay, J. and Kraft, M. (2015), ‘Productivity returns to experience in the teacher labor market: methodological challenges and new evidence on long-term career improvement’, Journal of Public Economics, 130, pp. 105–19.CrossRefGoogle Scholar
Ronfeldt, M., Loeb, S. and Wyckoff, J. (2012), ‘How teacher turnover harms student achievement’, American Educational Research Journal, 50(1), pp. 4–36.CrossRefGoogle Scholar
Shewhart, W. (1925), ‘The application of statistics as an aid in maintaining quality of a manufactured product’, Journal of the American Statistical Association, 20(152), pp. 546–8.CrossRefGoogle Scholar
Shewhart, W. (1931), Economic Control of Quality of Manufactured Product, ASQ Quality Press.Google Scholar
Simon, N. and Johnson, S. (2015), ‘Teacher turnover in high-poverty schools: what we know and can do’, Teachers College Record, 117(3), pp.1–36.Google Scholar
Sims, S. (2017), ‘TALIS 2013: working conditions, teacher job satisfaction and retention’, Department for Education Statistical Working Paper.Google Scholar
Sims, S. (2018), What Happens When You Pay Shortage-subject Teachers More Money? Simulating the effect of early-career salary supplements on teacher supply in England, London: Gatsby.Google Scholar
Slater, H., Davies, N. and Burgess, S. (2012), ‘Do teachers matter? Measuring the variation in teacher effectiveness in England’, Oxford Bulletin of Economics and Statistics, 74, pp. 629–45.CrossRefGoogle Scholar
Spiegelhalter, D. (2005), ‘Funnel plots for comparing institutional performance’, Statistics in Medicine, 24, pp. 1185–202.CrossRefGoogle ScholarPubMed
Wiliam, D. (2016), ‘Leadership for teacher learning: creating a culture where all teachers improve so that all students succeed’, Learning Sciences International.Google Scholar
Wiswall, M. (2013), ‘The dynamics of teacher quality’, Journal of Public Economics, 100, pp. 61–78.CrossRefGoogle Scholar