Subject-Area Specialization and Teacher Retention: An Elementary School Story.
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| Title: | Subject-Area Specialization and Teacher Retention: An Elementary School Story. |
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| Authors: | Bastian, Kevin C.1 (AUTHOR), Fortner, C. Kevin2 (AUTHOR), Caton, Kate2 (AUTHOR) |
| Source: | Elementary School Journal. Dec2023, Vol. 124 Issue 2, p343-366. 24p. |
| Subject Terms: | *Elementary school teachers, *Teachers, *Psychology of teachers, *School administrators, *School stories, *Expertise |
| Geographic Terms: | North Carolina |
| Abstract: | School leaders need effective, affordable approaches to retain their teacher workforce. We investigated a promising, low-cost option for school leaders to encourage teacher retention: subject-area specialization in elementary grades (K–5). Using data on North Carolina elementary grades teachers and schools in the 2011–2012 through 2015–2016 academic years, we track the incidence of subject-area specialization, assess whether teaching in a specialist role promotes retention, and examine whether subject-area specialization is an effective retention strategy for certain schools and teachers. Descriptive analyses show specialization is common in upper elementary grades and has become a more widely used assignment strategy over time. Retention analyses indicate that elementary grades teachers are more likely to return to the same school after becoming a specialist. These results vary by school and teacher characteristics, suggesting that specialization may be a more effective retention strategy in urban schools, in non-high-need schools, and for Black teachers. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | School leaders need effective, affordable approaches to retain their teacher workforce. We investigated a promising, low-cost option for school leaders to encourage teacher retention: subject-area specialization in elementary grades (K–5). Using data on North Carolina elementary grades teachers and schools in the 2011–2012 through 2015–2016 academic years, we track the incidence of subject-area specialization, assess whether teaching in a specialist role promotes retention, and examine whether subject-area specialization is an effective retention strategy for certain schools and teachers. Descriptive analyses show specialization is common in upper elementary grades and has become a more widely used assignment strategy over time. Retention analyses indicate that elementary grades teachers are more likely to return to the same school after becoming a specialist. These results vary by school and teacher characteristics, suggesting that specialization may be a more effective retention strategy in urban schools, in non-high-need schools, and for Black teachers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00135984 |
| DOI: | 10.1086/727503 |
