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Abstract

Teacher shortages, especially in high-need subjects and schools, are a long-standing issue in many districts, and teacher turnover is a key driver. In this article, we examine the association between Urban Advantage (UA), a professional development-focused science initiative, and middle school science teacher retention in the nation’s largest school district, New York City (NYC). We use detailed teacher-level administrative personnel data on 19 cohorts of teachers from NYC and UA program participation data and estimate likelihood of turnover using a discrete-time hazard model. UA teachers are roughly 3.8 percentage points less likely than similarly situated non-UA teachers to leave their school the following year. This study contributes to the limited evidence on how professional development-focused programs can promote teacher retention in hard-to-staff subjects and schools.

Keywords

middle schools professional development retention science education museum education longitudinal studies regression analyses secondary data analysis

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Staying Put: Positive Spillovers on Teacher Retention From a Middle School Science Initiative

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