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TEACHER ATTRITIONHow Professional Development Can Improve Teacher Retention
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The Staggering Cost of Teacher Attrition

Nearly 50 percent of all new teachers quit within just five years. The resulting losses, both financial and in student performance, are staggering. Find out how professional development can help curb teacher attrition and improve student learning!

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The Staggering Cost of Teacher Attrition

  1. 1. T H E S TA G G E R I N G C O S T O F TEACHER ATTRITIONHow Professional Development Can Improve Teacher Retention THE LOSS THE COST “TOO LITTLE SUPPORT” IS A KEY REASON TEACHERS LEAVE8 HOW DO WE CURB THIS STAGGERING RATE OF ATTRITION? Online professional development is as effective13 as traditional, face-to-face methods, more economical, and scalable to specific needs and any sized district. SAVES MONEY Nostipends or travel expenses More efficient use of dollars SAVES TIME Minimizes time out of the classroom Notravel required Training can take place anytime IMPROVES OUTCOMES PERSONALIZED AND SELF-PACED LEARNING MEANS: 60% faster learning14 25–60% increased retention of material15 FIND OUT WHERE TO START Rise in annual attrition rates for first-year teachers since 19881 13% (442,000) of the nation’s 3.4 million teachers move to another school or leave the profession each year2 33% of America’s new teachers leave after just 3 years3 40%–50% of all new teachers quit within 5 years1 $7 BILLION The estimated national cost of public school teacher turnover, including the revolving costs to recruit, hire, and train4 STUDENT PERFORMANCE JUST 3 YEARS of comprehensive induction support can significantly improve student test scores5 STUDENT SUCCESS Spending just one year taught by a LESS EFFECTIVE TEACHER costs students $50,000in lifetime earnings6 compared to students with average teachers Students who attend schools where more than 1/5 of teachers are underprepared have significantly lower graduation rates7 SEMESTER OF STUDENT-TEACHING is the only classroom experience most beginning teachers receive9 Teachers need an estimated 3–7 YEARS IN THE FIELD to become highly skilled10 Systemic changes, such as sanctioned time for targeted professional development activities, are an effective way to nurture and develop teaching professionals Comprehensive approaches to teacher induction can reduce teacher turnover by more than 50%11 and improve student achievement12 YEAR 1 2 3 4 5 34% $7B Y1 Y2 Y3 1 C H I E VA E $ 1. Ingersoll, R. M., Merrill, L., Stuckey, D. (2014). Seven Trends: The Transformation of the Teaching Force. CPRE Research Reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/79 2. Keigher, A. (2010). Teacher Attrition and Mobility: Results From the 2008–09 Teacher Follow-up Survey (NCES 2010-353). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2010/2010353.pdf 3. Ingersoll, R. M.; “The Teacher Shortage: A Case of Wrong Diagnosis and Wrong Prescription” NASSP Bulletin 86 (June 2002), pp.16–31, cited in National Commission on Teaching and America’s Future (2003) No Dream Denied: A Pledge to America’s Children. Retrieved from http://nctaf.org/wp-content/uploads/no-dream-denied_full-report.pdf 4. National Commission on Teaching and America’s Future (2007) Policy Brief: The High Cost of Teacher Turnover. Retrieved from http://nctaf.org/wp-content/uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-policy-brief.pdf 5. Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., Jacobus, M. (2010). Impacts of Comprehensive Teacher Induction: Final Results From a Randomized Controlled Study (NCEE 2010-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/pubs/20104027/ 6. Chetty, R., Friedman, J., Rockoff, J. 2014. “Measuring the Impacts of Teachers II: Teacher Value-Added and Student Out- comes in Adulthood.” American Economic Review, 104(9): 2633-79. 7. Silver, D., Saunders, M., Zarate, E. (2008) What Factors Predict High School Graduation in the Los Angeles Unified School District. Retrieved from http://www.hewlett.org/uploads/files/WhatFactorsPredict.pdf 8. Marinell, W. H.; Coca, V. M. with the Research Alliance for New York City Schools, “Who Stays and Who Leaves: Findings from a Three-Part Study of Teacher Turnover in New York City Public Schools,” Steinhardt School of Culture, Education and Human Development, New York University, March 2013, cited in Headden, S., “Beginners in the Classroom: What the Changing Demo- graphics of Teaching Mean for Schools, Students, and Society,” Carnegie Foundation for the Advancement of Teaching, 2014. Retrieved from http://www.carnegiefoundation.org/wp-content/uploads/2014/09/beginners_in_classroom.pdf 9. Alliance for Excellent Education. (2014). On the Path to Equity: Improving the Effectiveness of Beginning Teachers. Retrieved from http://all4ed.org/reports-factsheets/path-to-equity/ 10. Alliance for Excellent Education, Tapping the Potential; F. Huang, “Is Experience the Best Teacher?: A Multilevel Analysis of Teacher Qualifications and Academic Achievement in Low Performing Schools,” paper presented at the 2009 annual meeting of the American Educational Research Association, San Diego, CA, April 13–17, 2009; D. Berliner, “A Personal Response to Those Who Bash Teacher Education,” Journal of Teacher Education 51, no. 5 (November/December 2000). 11. Ingersoll, R. M., Smith, T. (2004). What are the effects of induction and mentoring on beginning teacher turnover?, American Education Research Journal, 41, 705. doi: 10.3102/00028312041003681 12. Grissmer, D., Kirby, S. (1997). Teacher turnover and teacher quality. Teachers College Record, 99, 45-56. Cited in Barnes, Gary; Crowe, Edward; Schaefer, Benjamin. National Commission on Teaching and America’s Future. The Cost of Teacher Turnover in Five School Districts: Executive Summary. Retrieved from http://nctaf.org/wp-content/ uploads/2012/01/NCTAF-Cost-of-Teacher-Turnover-2007-full-report.pdf 13. Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson,H., and Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education. doi: 10.1177/0022487113494413 14. WR Hambrecht + Co, Corporate e-Learning: Exploring a New Frontier (2000), 6. 15. The Research Institute of America cited in WR Hambrecht + Co, Corporate e-Learning: Exploring a New Frontier (2000), 6. www.wiley.com/go/teachertraining Jossey-Bass is a registered trademark of John Wiley & Sons, Inc.