@EdWorkingPaper{ai23-700,
title = "Teacher Retention in Early College High Schools and Texas STEM Academies: Understanding the Positive Impacts of College and Career Readiness School Models",
author = "David S. Knight, Pooya Almasi, Jinseok Shin, Julia Duncheon",
institution = "Annenberg Institute at Brown University",
number = "700",
year = "2023",
month = "January",
URL = "http://www.edworkingpapers.com/ai23-700",
abstract = {A stable learning environment is critical to high school reforms aimed at promoting postsecondary educational success. High teacher attrition can disrupt stable learning environments by uprooting student-teacher relationships and harming school climate. Educational leaders need greater understanding of how college readiness reforms alter learning environments generally, and teacher retention in particular. We study teacher turnover in two Texas College and Career Readiness School Models (CCRSM), called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school-based college readiness reforms.},
}