Who Teaches Algebra I: Examining Teacher Characteristics, Math Course Assignments, and Teacher Turnover.
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| Title: | Who Teaches Algebra I: Examining Teacher Characteristics, Math Course Assignments, and Teacher Turnover. |
|---|---|
| Authors: | Fienberg, Michael1 (AUTHOR), Kho, Adam2 (AUTHOR) |
| Source: | Journal of Education Human Resources. Jul2025, Vol. 43 Issue 3, p525-552. 28p. |
| Subject Terms: | *Beginning teachers, *Psychology of teachers, *Teacher turnover, *Teacher effectiveness, *Teachers |
| Abstract: | Teacher quality and experience are strong predictors of student achievement. As high school Algebra I disproportionately enrolls academically at-risk students, who are the most sensitive to variations in teacher quality, it is particularly important for experienced, high-quality teachers to teach these courses. However, micropolitics theory suggests that the opposite occurs in practice. As students in lower-level courses are often considered "more challenging" students, high school Algebra I is typically a less desirable assignment. Therefore, more experienced teachers will use their school-based capital to avoid teaching these courses, leaving more novice teachers these assignments and potentially leading to greater turnover among less-experienced teachers. We use nationally representative teacher surveys conducted between 2008 and 2021 and a series of linear regression models to test this theory, examining the relationship between teaching experience, math courses taught, and teacher mobility. While prior research has examined the relationship between overall teaching experience and teacher class assignments, micropolitics theory suggests that experience specific to the school matters more, a contribution we bring in this study. Results indicate that school-specific experience does matter more, and teachers with more experience at their schools appear less likely to teach Algebra I. Further, those teaching Algebra I are more likely to exit their schools. Considering nationwide teacher shortages, adjustment of teacher-course assignments could better help retain staff and reduce educational inequities for at-risk students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186629847 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Who Teaches Algebra I: Examining Teacher Characteristics, Math Course Assignments, and Teacher Turnover. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fienberg%2C+Michael%22">Fienberg, Michael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kho%2C+Adam%22">Kho, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Jul2025, Vol. 43 Issue 3, p525-552. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+turnover%22">Teacher turnover</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teacher quality and experience are strong predictors of student achievement. As high school Algebra I disproportionately enrolls academically at-risk students, who are the most sensitive to variations in teacher quality, it is particularly important for experienced, high-quality teachers to teach these courses. However, micropolitics theory suggests that the opposite occurs in practice. As students in lower-level courses are often considered "more challenging" students, high school Algebra I is typically a less desirable assignment. Therefore, more experienced teachers will use their school-based capital to avoid teaching these courses, leaving more novice teachers these assignments and potentially leading to greater turnover among less-experienced teachers. We use nationally representative teacher surveys conducted between 2008 and 2021 and a series of linear regression models to test this theory, examining the relationship between teaching experience, math courses taught, and teacher mobility. While prior research has examined the relationship between overall teaching experience and teacher class assignments, micropolitics theory suggests that experience specific to the school matters more, a contribution we bring in this study. Results indicate that school-specific experience does matter more, and teachers with more experience at their schools appear less likely to teach Algebra I. Further, those teaching Algebra I are more likely to exit their schools. Considering nationwide teacher shortages, adjustment of teacher-course assignments could better help retain staff and reduce educational inequities for at-risk students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186629847 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jehr-2023-0065 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 525 Subjects: – SubjectFull: Beginning teachers Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Teacher turnover Type: general – SubjectFull: Teacher effectiveness Type: general – SubjectFull: Teachers Type: general Titles: – TitleFull: Who Teaches Algebra I: Examining Teacher Characteristics, Math Course Assignments, and Teacher Turnover. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fienberg, Michael – PersonEntity: Name: NameFull: Kho, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2562783X Numbering: – Type: volume Value: 43 – Type: issue Value: 3 Titles: – TitleFull: Journal of Education Human Resources Type: main |
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