|Title:||Supports Associated with Teacher Retention in Michigan|
Statewide teacher shortages are hindering Michigan’s efforts to ensure that all students have equitable access to qualified teachers. Implementing teacher supports—which may be policies, practices, or programs—to increase teacher retention offers a way to alleviate shortages. This study identified supports implemented by local education agencies (traditional school districts and charter schools) that are associated with teacher retention. The study examined local teacher retention rates from 2013/14 to 2018/19 and teachers' responses to a survey about teacher supports in their local agencies and their perceptions of those supports.
Average annual teacher retention rates among Michigan’s local education agencies ranged from 33 percent to 100 percent in the six-year period. The likelihood that teachers would remain teaching in their local education agency was higher in local education agencies that served lower percentages of students who were economically disadvantaged, higher percentages of students who were White, and higher percentages of students proficient in English language arts. And the likelihood was higher in agencies that had regular supportive communication between new teachers and school leaders, implemented mentoring programs, provided new teachers with an orientation to their school, allowed teachers to set goals in their evaluations, and provided teachers with sufficient instructional resources. The study also found that supports associated with teacher retention varied by the type of local education agency and the percentage of students who were economically disadvantaged. Findings from this study can help education agencies in Michigan prioritize which of 30 teacher supports examined merit more rigorous investigation.
|Cover Date:||September 2021|
|Web Release:||September 20, 2021|
|Publication #:||REL 2021108
|Authors:||Jim Lindsay, Jennie Jiang, Carol Wan, and Natalya Gnedko Berry|
|Type of Product:||Descriptive Study|
For questions about the content of this Descriptive Study, please contact: