T H E S TA G G E R I N G C O S T O F TEACHER ATTRITION How Professional Development Can Improve Teacher Retention THE LOSS 34% YEAR 1 13% Rise in annual attrition rates for first-year teachers since 19881 2 3 4 40%– 50% 33% (442,000) of the nation’s 3.4 million teachers move to another school or leave the profession each year2 5 of all new teachers quit within 5 years1 of America’s new teachers leave after just 3 years3 THE COST $7 BILLION The estimated national cost of public school teacher turnover, including the revolving costs to recruit, hire, and train4 STUDENT PERFORMANCE STUDENT SUCCESS Spending just one year taught by a LESS EFFECTIVE TEACHER costs students JUST 3 YEARS of comprehensive $50,000 induction support can significantly improve student test scores5 $7B in lifetime earnings6 compared to students with average teachers Y1 Y2 Students who attend schools where more than 1/5 of teachers are underprepared have significantly lower graduation rates7 Y3 “TOO LITTLE SUPPORT” IS A KEY REASON TEACHERS LEAVE8 1 SEMESTER Teachers need an estimated OF STUDENT-TEACHING is the only classroom experience most beginning teachers receive9 3 –7 YEARS IN THE FIELD to become highly skilled10 HOW DO WE CURB THIS STAGGERING RATE OF ATTRITION? Systemic changes, such as sanctioned time for targeted professional development activities, are an effective way to nurture and develop teaching professionals A C H I E V E Comprehensive approaches to teacher induction can reduce teacher turnover by more than 50%11 and improve student achievement12 Online professional development is as effective13 as traditional, face-to-face methods, more economical, and scalable to specific needs and any sized district. SAVES MONEY $ SAVES TIME IMPROVES OUTCOMES travel expenses More efficient use of dollars Minimizes time out of the classroom No travel required 60% faster learning Training can take No stipends or PERSONALIZED AND SELF-PACED LEARNING MEANS: 25–60% increased place anytime 14 retention of material15 FIND OUT WHERE TO START www.wiley.com/go/teachertraining 1. Ingersoll, R. M., Merrill, L., Stuckey, D. (2014). Seven Trends: The Transformation of the Teaching Force. CPRE Research Reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/79 2. Keigher, A. (2010). Teacher Attrition and Mobility: Results From the 2008–09 Teacher Follow-up Survey (NCES 2010-353). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2010/2010353.pdf 3. Ingersoll, R. M.; “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription” NASSP Bulletin 86 (June 2002), pp.16–31, cited in National Commission on Teaching and America’s Future (2003) No Dream Denied: A Pledge to America’s Children. Retrieved from http://nctaf.org/wp-content/uploads/no-dream-denied_full-report.pdf 4. National Commission on Teaching and America’s Future (2007) Policy Brief: The High Cost of Teacher Turnover. Retrieved from http://nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf 5. Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., Jacobus, M. (2010). Impacts of Comprehensive Teacher Induction: Final Results From a Randomized Controlled Study (NCEE 2010-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/pubs/20104027/ 6. Chetty, R., Friedman, J., Rockoff, J. 2014. “Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood.” American Economic Review, 104(9): 2633-79. 7. Silver, D., Saunders, M., Zarate, E. (2008) What Factors Predict High School Graduation in the Los Angeles Unified School District. Retrieved from http://www.hewlett.org/uploads/files/WhatFactorsPredict.pdf 8. Marinell, W. H.; Coca, V. M. with the Research Alliance for New York City Schools, “Who Stays and Who Leaves: Findings from a Three-Part Study of Teacher Turnover in New York City Public Schools,” Steinhardt School of Culture, Education and Human Development, New York University, March 2013, cited in Headden, S., “Beginners in the Classroom: What the Changing Demographics of Teaching Mean for Schools, Students, and Society,” Carnegie Foundation for the Advancement of Teaching, 2014. Retrieved from http://www.carnegiefoundation.org/wp-content/uploads/2014/09/beginners_in_classroom.pdf 9. Alliance for Excellent Education. (2014). On the Path to Equity: Improving the Effectiveness of Beginning Teachers. Retrieved from http://all4ed.org/reports-factsheets/path-to-equity/ 10. Alliance for Excellent Education, Tapping the Potential; F. Huang, “Is Experience the Best Teacher?: A Multilevel Analysis of Teacher Qualifications and Academic Achievement in Low Performing Schools,” paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA, April 13–17, 2009; D. Berliner, “A Personal Response to Those Who Bash Teacher Education,” Journal of Teacher Education 51, no. 5 (November/December 2000). 11. Ingersoll, R. M., Smith, T. (2004). What are the effects of induction and mentoring on beginning teacher turnover?, American Education Research Journal, 41, 705. doi: 10.3102/00028312041003681 12. Grissmer, D., Kirby, S. (1997). Teacher turnover and teacher quality. Teachers College Record, 99, 45-56. Cited in Barnes, Gary; Crowe, Edward; Schaefer, Benjamin. National Commission on Teaching and America’s Future. The Cost of Teacher Turnover in Five School Districts: Executive Summary. Retrieved from http://nctaf.org/wp-content/ uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-full-report.pdf 13. Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson,H., and Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education. doi: 10.1177/0022487113494413 14. WR Hambrecht + Co, Corporate e-Learning: Exploring a New Frontier (2000), 6. 15. The Research Institute of America cited in WR Hambrecht + Co, Corporate e-Learning: Exploring a New Frontier (2000), 6. Jossey-Bass is a registered trademark of John Wiley & Sons, Inc.