Examining English Language Arts Teachers: Evidence from National Data

Abstract

Background: Much of the previous research in teacher attrition and retention focuses on teachers in general, without regard to specific types of teachers. We focus on English language arts (ELA) and English as a second language (ESL) teachers because the United States has stubbornly low achievement in reading, and reading is critical to the success of learning other subjects, and because these are the two groups of teachers most responsible for teaching both native and non-native English speakers to read. Purpose: Our goal is to understand how the demographics and qualifications of ELA and ESL teachers have changed over time, changes in the student characteristics and school conditions in which they teach, their attrition rate, and the factors that are associated with their attrition behaviors. We also pay close attention to teachers in economically disadvantaged schools. Research Design: We use nationally representative data from seven waves of the Schools and Staffing Survey from 1987–1988 to 2011–2012, as well as the 2015–2016 National Teacher and Principal Survey to examine ELA and ESL teachers and their turnover behaviors. We employ sampling weights to make the results nationally representative. We use both descriptive and regression analyses to examine these teachers. Data Analysis: We first describe how characteristics of ELA and ESL teachers and the schools in which they teach have changed from 1988 to 2016. We then examine how these characteristics vary systematically across high- and low-poverty schools and compare the attrition rate for ELA and ESL teachers relative to other teachers. We also examine the factors that are associated with various forms of turnover and how organizational supports may be leveraged to increase retention. Findings: We find the composition of ELA and ESL teachers has changed substantially over time, with more teachers attending selective schools, being certified to teach, and more likely to teach in high-poverty schools. Relatedly, teacher characteristics in high- and low-poverty schools are consistently different across time, and school working conditions play an enhanced role in high-poverty schools rather than in more affluent schools. Conclusions: Although we find ELA teachers turn over at similar rates compared to non-ELA teachers, we find ESL teachers are more likely to leave both their current school and the profession. This is particularly concerning given that the ESL population is increasing while at the same time there is a shortage of trained-ESL teachers.