Examination of a Large University’s Teacher Retention in High-needs Schools Four Years After Graduation Using Multi-level Longitudinal Logistical Modeling
Location
Walsh B
Proposal Track
Research Project
Session Format
Presentation
Abstract
In this paper presentation, a student researcher examined an urban teacher preparation program at a large research university to determine if its graduates, after four years, remain in high-needs K-12 schools when considering program entrance selection criteria, student demographic data, and program level characteristics as predictors. Fifty percent of teachers in high-needs schools leave within the first five years jeopardizing minority students’ academic growth. When considering the importance of teacher retention, we are compelled to ask the question: What criteria associated with teacher preparation is significantly related to teachers’ retention in high-needs schools four years after graduation? To answer this question, I identified variables of interest based on previous research on teacher retention and implemented multi-level longitudinal logistical modeling. In the final model, significant teacher level predictors included race. Degree type, department, GPA, and gender did not significantly predict teacher retention. The results imply that quantitative entry requirements into this specific teacher preparation program should be relaxed with an increased focus in recruiting more minorities and men.
Keywords
Urban teacher preparation, teacher retention, program evaluation, hierarchical linear modeling.
Recommended Citation
Favors-Welch, Shaneeka, "Examination of a Large University’s Teacher Retention in High-needs Schools Four Years After Graduation Using Multi-level Longitudinal Logistical Modeling" (2017). Georgia Educational Research Association Conference. 44.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/44
Examination of a Large University’s Teacher Retention in High-needs Schools Four Years After Graduation Using Multi-level Longitudinal Logistical Modeling
Walsh B
In this paper presentation, a student researcher examined an urban teacher preparation program at a large research university to determine if its graduates, after four years, remain in high-needs K-12 schools when considering program entrance selection criteria, student demographic data, and program level characteristics as predictors. Fifty percent of teachers in high-needs schools leave within the first five years jeopardizing minority students’ academic growth. When considering the importance of teacher retention, we are compelled to ask the question: What criteria associated with teacher preparation is significantly related to teachers’ retention in high-needs schools four years after graduation? To answer this question, I identified variables of interest based on previous research on teacher retention and implemented multi-level longitudinal logistical modeling. In the final model, significant teacher level predictors included race. Degree type, department, GPA, and gender did not significantly predict teacher retention. The results imply that quantitative entry requirements into this specific teacher preparation program should be relaxed with an increased focus in recruiting more minorities and men.
