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New evidence on teacher turnover in early childhood

Resource Type: Reports & Papers
Author(s): Bassok, Daphna; Markowitz, Anna J.; Bellows, Laura; Sadowski, Katharine;
Date Issued: March, 2021
Description: This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Educational Evaluation & Policy Analysis
Volume Number: 43
Issue Number: 1
Page Range: 172-180
Topics: Child Care & Early Education Providers/Organizations > Provider Type/Setting > Center-Based Child Care & Early Education

Child Care & Early Education Provider Workforce > Recruitment, Retention & Job Satisfaction

Programs, Interventions & Curricula > Programs
Country: United States
ISSN: 1935-1062 Online
0162-3737 Paper
Peer Reviewed: yes
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