New Evidence on Teacher Turnover in Early Childhood

被引:62
作者
Bassok, Daphna [1 ]
Markowitz, Anna J. [2 ]
Bellows, Laura [3 ]
Sadowski, Katharine [4 ]
机构
[1] Univ Virginia, Educ & Publ Policy, Charlottesville, VA 22903 USA
[2] Univ Calif Los Angeles, Sch Educ & Informat Sci, Human Dev & Psychol, Los Angeles, CA 90024 USA
[3] Univ Virginia, Sch Educ & Human Dev, Charlottesville, VA 22903 USA
[4] Cornell Univ, Policy Anal & Management, Ithaca, NY 14853 USA
关键词
early childhood; teacher research; educational policy; descriptive analysis;
D O I
10.3102/0162373720985340
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher-child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.
引用
收藏
页码:172 / 180
页数:9
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