Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that urban commitment strongly predicted first job location and retention.
AchinsteinB.OgawaR. T. (2011). Chang(ed) agents: New teachers of color in urban schools. New York, NY: Teachers College Press.
2.
AchinsteinB.OgawaR. T.SextonD.FreitasC. (2010). Retaining teachers of color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80, 71-107.
3.
AdamsA.BondyE.KuhelK. (2005). Preservice teacher learning in an unfamiliar setting. Teacher Education Quarterly, 32(2), 41-62.
4.
AllensworthE.PonisciakS.MazzeoC. (2009). The schools teachers leave: Teacher mobility in Chicago Public Schools. Chicago, IL: Consortium on Chicago School Research.
5.
AndersonL. M.StillmanJ. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83, 3-69.
6.
AndrewsD. J. (2009). “The hardest thing to turn from”: The effects of service-learning on preparing urban educators. Equity & Excellence in Education, 42, 272-293.
7.
BerryB.MontgomeryD.SnyderJ. (2008, August). Urban teacher residency models and Institutes of Higher Education: Implications for teacher preparation. Paper commissioned by the National Council of Accreditation of Teacher Education. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=KqJqRodGoyM%3D&;tabid=368
8.
BleicherE. (2011). Parsing the language of racism and relief: Effects of a short-term urban field placement on teacher candidates’ perceptions of culturally diverse classrooms. Teaching and Teacher Education, 27, 1170-1178.
9.
BobbittS. A.FaupelE. M.BurnsS. (1991). Characteristics of stayers, movers, and leavers: Results from the teacher follow-up survey, 1988-89. Washington, DC: National Center for Educational Statistics, U.S. Department of Education.
10.
BormanG. D.DowlingN. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.
11.
BoydD.GrossmanP.HammernessK.LankfordH.LoebS.RonfeldtM.WyckoffJ. (2012). Recruiting effective math teachers, evidence from New York City. American Educational Research Journal, 49, 1008-1047.
12.
BoydD.GrossmanP.IngM.LankfordH.LoebS.WyckoffJ. (2011). The influence of school administrators on teacher retention decisions. American Education Research Journal, 48, 303-333.
13.
BoydD.LankfordH.LoebS.WyckoffJ. (2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24, 113-132.
14.
ChapmanD. W. (1983). A model of the influences on teacher retention. Journal of Teacher Education, 34(5), 43-49.
15.
Cochran-SmithM.McQuillanP.MitchellK.TerrellD. G.BarnattJ.D’SouzaL.JongC.ShakmanK.GleesonA. M. (2012). A longitudinal study of teaching practice and early career decisions: A cautionary tale. American Education Research Journal, 49(5), 844-880.
16.
Cochran-SmithM.ShakmanK.JongC.TerrellD. G.BarnattJ.McQuillanP. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115, 347-377.
17.
CoffeyH. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26, 335-342.
18.
CohenJ. (1988). Statistical power analysis for the behavior sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
19.
ConawayB. J.BrowningL. J.Purdum-CassidyB. (2007). Teacher candidates’ changing perceptions of urban schools: Results of a 4-year study. Action in Teacher Education, 29(1), 20-31.
20.
ConeN. (2009). A bridge to developing efficacious science teachers for all students: Community-based service-learning supplemented with explicit discussions and activities about diversity. Journal of Science Teacher Education, 20, 365-383.
21.
ConnorJ. O. (2010). Learning to unlearn: How a service-learning project can help teacher candidates to reframe urban students. Teaching and Teacher Education, 26, 1170-1177.
22.
CucchiaraM. B.RooneyE.Robertson-KraftC. (2013). “I’ve never seen people work so hard!” Teachers’ working conditions in the early stages of school turnaround. Urban Education. Advance online publication. doi:10.1177/0042085913501896
23.
DeAngelisK. J.WallA. F.CheJ. (2013). The impact of preservice preparation and early career support on novice teachers’ career intentions and decisions. Journal of Teacher Education, 64, 338-355.
24.
DedeogluH.LammeL. L. (2011). Selected demographics, attitudes, and beliefs about diversity of preservice teachers. Education and Urban Society, 43, 468-485.
25.
DeeJ. R.HenkinA. B. (2002). Assessing dispositions toward cultural diversity among preservice teachers. Urban Education, 37, 22-40.
26.
DeeT.WyckoffJ. (2013). Incentives, selection, and teacher performance: Evidence from IMPACT (NBER Working Paper No. 19529). Washington, DC: National Bureau of Economic Research.
27.
DixsonA. D.DingusJ. E. (2008). In search of our mothers’ gardens: Black women teachers and professional socialization. Teachers College Record, 110, 805-837.
28.
EckertS. A. (2013). What do teaching qualifications mean in urban schools? A mixed-methods study of teacher preparation and qualifications. Journal of Teacher Education, 64, 75-89.
29.
FaulF.ErdfelderE. (1992). GPOWER: A priori, post-hoc, and compromise power analyses for MS-DOS [Computer program]. Bonn, Germany: Department of Psychology, Bonn University.
FirestoneW. A.RosenblumS. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis, 10, 285-299.
32.
FrankenbergE.TaylorA.MersethK. (2010). Walking the walk: Teacher candidates’ professed commitment to urban teaching and their subsequent career decisions. Urban Education, 45, 312-346.
33.
FreedmanS. W.ApplemanD. (2009). “In it for the long haul”: How teacher education can contribute to teacher retention in high-poverty, urban schools. Journal of Teacher Education, 60, 323-337.
34.
FryP.McKinneyL. (1997). A qualitative study of preservice teachers’ early field experiences in an urban, culturally different school. Urban Education, 32, 184-201.
35.
GarmonM. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors?Journal of Teacher Education, 55, 201-213.
36.
GoodmanJ. (2013). Charter management organizations and the regulated environment: Is it worth the price?Educational Researcher, 42, 89-96.
37.
GuarinoC.SantibanezL.DaleyG. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173-208.
38.
GutierrezK.RogoffB. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
39.
HabermanM. (1996). Selecting and preparing culturally competent teachers for urban schools. In SikulaJ. (Ed.), Handbook of research on teacher education (pp. 747-760). New York, NY: Macmillan.
40.
HanushekE. A.KainJ.RivkinS. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39, 326-354.
41.
HillP.FriedlandE. S.PhelpsS. (2012). How teacher candidates’ perceptions of urban students are influenced by field experiences: A review of the literature. Action in Teacher Education, 34, 77-96.
42.
IngersollR. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499-534.
43.
IngersollR. M. (2003). Is there really a teacher shortage? A report co-sponsored by the Center for Study of Teaching and Policy and the Center for Policy Research in Education. Seattle: University of Washington, Center for the Study of Teaching and Policy.
44.
IngersollR. M. (2004). Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers?Washington, DC: Center for American Progress.
IngersollR. M.MayH. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34, 435-464.
47.
IrizarryJ.DonaldsonM. L. (2012). Teach for América: The Latinization of U.S. schools and the critical shortage of Latina/o Teachers. American Educational Research Journal, 49, 155-194.
48.
JohnsonS.BergJ.DonaldsonM. (2005). Who stays in teaching and why: A review of the literature on teacher retention (Project on the Next Generation of Teachers). Cambridge, MA: Harvard Graduate School of Education.
49.
KardosS. M.JohnsonS. M. (2007). On their own and presumed expert: New teachers’ experience with their colleagues. Teachers College Record, 109, 2083-2106.
50.
KirchhoffA.LawrenzF. (2011). The use of grounded theory to investigate the role of teacher education on STEM teachers’ career paths in high-need schools. Journal of Teacher Education, 62, 246-259.
51.
KushmanJ. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28, 5-42.
52.
LaddH. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement?Educational Evaluation and Policy Analysis, 33, 235-261.
53.
LankfordG.LoebS.WyckoffJ. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24, 37-62.
54.
LewisC. W. (2006). African American male teachers in public schools: An examination of three urban school districts. Teachers College Record, 108, 224-245.
55.
LoebS.Darling-HammondL.LuczakJ. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70.
56.
MartinN. K.SassD.A.SchmittT. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teacher and Teacher Education, 28, 546-559.
57.
MarvelJ.LyterD. M.PeltolaP.StrizekG. A.MortonB. A. (2007). Teacher attrition and mobility: Results from the teacher follow-up survey, 2004-05, first look. Washington, DC: National Center for Educational Statistics.
58.
MayrS.ErdfelderE.BuchnerA.FaulF. (2007). A short tutorial of GPower. Tutorials in Quantitative Methods for Psychology, 3, 51-59.
59.
McKinneyS. E.BerryR. Q.DickersonD. L.Campbell-WhatelyG. (2007). Addressing urban high-poverty school teacher attrition by addressing urban high-poverty school teacher retention: Why effective teachers persevere. Educational Research and Review, 3(1), 1-9.
60.
MilnerR. (2012). But what is urban education?Urban Education, 47, 556-561.
61.
PohanC. A. (1996). Preservice teachers’ beliefs about diversity: Uncovering factors leading to multicultural responsiveness. Equity & Excellence in Education, 29(3), 62-69.
62.
QuartzK. H.ThomasA.AndersonL.MasynK.LyonsK. B.OlsenB. (2008). Careers in motion: A longitudinal study of role-changing among early-career urban educators. Teachers College Record, 110(1), 218-250.
63.
ReiningerM. (2012). Hometown disadvantage? It depends on where you’re from: Teachers’ location preferences and the implications for staffing schools. Education Evaluation and Policy Analysis, 34, 127-145.
64.
RogoffB. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
65.
RonfeldtM. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness. Educational Evaluation and Policy Analysis, 34, 3-26.
66.
RonfeldtM.ReiningerM.KwokA. (2013). Recruitment or preparation? Investigating the effects of teacher characteristics and student teaching. Journal of Teacher Education, 64, 319-337.
67.
RonfeldtM.LoebS.WyckoffJ. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50, 4-36.
68.
RotsI.AeltermanA.VlerickP.VermeulenK. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543-556.
69.
SassD. A.FloresB. B.ClaeysL.PerezB. (2012). Identifying personal and contextual factors that contribution to attrition of Texas public school teachers. Educational Policy Analysis Archives, 20(15). Retrieved from http://epaa.asu.edu/ojs/article/view/967/985
70.
SimonN. S.JohnsonS. M. (2013). Teacher turnover in high-poverty schools: What we know and can do (Working Paper: Project on the Next Generation of Teachers). Cambridge, MA: Harvard Graduate School of Education.
71.
SiwatuK. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter?Teaching and Teacher Education, 27, 357-365.
72.
TabachnickB. G.FidellL. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson.
73.
TaylorA.FrankenbergE. (2009). Understanding prospective teachers’ commitment to urban education. Equity & Excellence in Education, 42, 327-346.
74.
Texas Education Agency. (1995). Texas teacher retention, mobility, and attrition: Teacher supply, demand, and quality policy research project (Report No. 6). Austin: Author.
75.
VillegasA. M.IrvineJ. J. (April, 2009). Arguments for increasing the racial/ethnic diversity of the teaching force: A look at the evidence. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
76.
WatsonD. (2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education, 62, 23-34.
77.
WigginsR. A.FolloE. J.EberlyM. B. (2007). The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms. Teaching and Teacher Education, 23, 653-663.
