@EdWorkingPaper{ai19-46,
title = "Push or Pull: School-Level Factors That Influence Teacher Mobility in Turnaround Schools",
author = "Samantha Viano, Lam Pham, Gary T. Henry, Adam Kho, Ron Zimmer",
institution = "Annenberg Institute at Brown University",
number = "46",
year = "2019",
month = "May",
URL = "http://www.edworkingpapers.com/ai19-46",
abstract = {Recruiting and retaining teachers can be challenging for many schools, especially in low-performing urban schools in which teachers turn over at higher rates. In this study, we examine three types of school-level attributes that may influence teachers’ decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics. Using adaptive conjoint analysis survey design with a sample of teachers from low-performing, urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development. In particular, teachers rated as effective are more likely to prefer performance-based pay than teachers rated ineffective. We validate our results using administrative data from Tennessee on teachers’ actual mobility patterns.},
}