Attributions of Mathematical Excellence Scale (AMES)
Category: Teacher and Leader Development
Teachers of color often work in schools with few colleagues from the same racial or ethnic background. This racial isolation may affect their work experiences and important job outcomes, including retention. Using longitudinal administrative and survey data, we investigate the degree to which Tennessee teachers who are more racially isolated are more likely to turn over. Accounting for other factors, we find that racially isolated Black teachers are more likely to leave their schools than less isolated teachers. This turnover is driven by transfers to a different district and exiting the profession altogether. Consistent with an explanation that isolated teachers’ work experiences differ, they also report less collaboration with colleagues and receive lower observation scores.
Keywords
race, teacher turnover, teacher working conditions, mobility
Education level
Document Object Identifier (DOI)
10.26300/jq1f-qs80
