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Recruitment and Retention of Agriculture Teachers in the Southeast: An Empirical Analysis of the STAR Program

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Title: Recruitment and Retention of Agriculture Teachers in the Southeast: An Empirical Analysis of the STAR Program
Language: English
Authors: Guffey, Kristie B., Young, Jeffrey S.
Source: Journal of Agricultural Education. 2020 61(4):203-213.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Recruitment, Teacher Persistence, Agriculture Teachers, Program Evaluation, Teacher Shortage, State Programs, Differences, Regression (Statistics)
Geographic Terms: Kentucky, South Carolina, Ohio, Arkansas, West Virginia, Alabama
ISSN: 1042-0541
2162-5212
Abstract: This article describes the collaborative efforts of various state and national agencies working together to recruit and retain agriculture teachers in the states of Kentucky, South Carolina, and Ohio. We contrast multiple measures of recruitment and retention in these states with those from the comparator states of Arkansas, West Virginia, and Alabama. The strategies outlined market to new agriculture teachers and maintain current teachers in the profession targeting work-life balance, emotional, physical and social health. These have been a focal point in the federal State Teach Ag Results (STAR) program, but the effects of participation in STAR on recruitment and retention require additional investigation. Using a difference-in-differences regression model, we assume parallel trends and no spillovers (SUTVA) between participating and non-participating states in the Southeastern US and Ohio Valley regions to model changes in multiple measures of recruitment and retention of agriculture teachers. We find a positive and significant effect of STAR participation on recruitment, an insignificantly positive effect of participation on retention, and an insignificantly negative impact of participation on creation of new agricultural positions in public schools. Our results suggest that recruitment is lagged behind existing positions, which necessitates further work investigating new policy aimed at filling those positions before creating any new ones.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1281302
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2020 61(4):203-213.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink><br /><searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Arkansas%22">Arkansas</searchLink><br /><searchLink fieldCode="DE" term="%22West+Virginia%22">West Virginia</searchLink><br /><searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink>
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  Data: This article describes the collaborative efforts of various state and national agencies working together to recruit and retain agriculture teachers in the states of Kentucky, South Carolina, and Ohio. We contrast multiple measures of recruitment and retention in these states with those from the comparator states of Arkansas, West Virginia, and Alabama. The strategies outlined market to new agriculture teachers and maintain current teachers in the profession targeting work-life balance, emotional, physical and social health. These have been a focal point in the federal State Teach Ag Results (STAR) program, but the effects of participation in STAR on recruitment and retention require additional investigation. Using a difference-in-differences regression model, we assume parallel trends and no spillovers (SUTVA) between participating and non-participating states in the Southeastern US and Ohio Valley regions to model changes in multiple measures of recruitment and retention of agriculture teachers. We find a positive and significant effect of STAR participation on recruitment, an insignificantly positive effect of participation on retention, and an insignificantly negative impact of participation on creation of new agricultural positions in public schools. Our results suggest that recruitment is lagged behind existing positions, which necessitates further work investigating new policy aimed at filling those positions before creating any new ones.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 203
    Subjects:
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Agriculture Teachers
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Teacher Shortage
        Type: general
      – SubjectFull: State Programs
        Type: general
      – SubjectFull: Differences
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Kentucky
        Type: general
      – SubjectFull: South Carolina
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      – SubjectFull: Ohio
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      – SubjectFull: Arkansas
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      – SubjectFull: West Virginia
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      – SubjectFull: Alabama
        Type: general
    Titles:
      – TitleFull: Recruitment and Retention of Agriculture Teachers in the Southeast: An Empirical Analysis of the STAR Program
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            NameFull: Young, Jeffrey S.
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              Type: published
              Y: 2020
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              Value: 61
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            – TitleFull: Journal of Agricultural Education
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