Abstract
Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K–12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
