Subject-Area Specialization and Teacher Retention: An Elementary School Story
Saved in:
| Title: | Subject-Area Specialization and Teacher Retention: An Elementary School Story |
|---|---|
| Language: | English |
| Authors: | Bastian, Kevin C., Fortner, C. Kevin, Caton, Kate |
| Source: | Elementary School Journal. Dec 2023 124(2):343-366. |
| Availability: | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Elementary Schools, Intellectual Disciplines, Specialization, Teacher Persistence, Specialists, Teacher Role |
| Geographic Terms: | North Carolina |
| DOI: | 10.1086/727503 |
| ISSN: | 0013-5984 1554-8279 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401768 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 0013-5984 1554-8279 |
| DOI: | 10.1086/727503 |
