From Candidate to Classroom: Research-Based Practices for Recruiting and Hiring Highly-Effective Teachers
Category: Staffing, Finance, and Operations
Successful turnaround interventions should build school capacity to promote not just school improvement but also resilience to exogenous shocks that undermine schooling. While a large literature demonstrates that turnaround can improve school outcomes, little is known about whether it can help schools withstand negative shocks. We examine the impact of Michigan’s turnaround policy on teacher turnover before and during the COVID-19 pandemic. Event study findings show limited immediate effects of the policy on teacher turnover, but significant and substantively large decreases in turnover after the pandemic’s onset. Teacher survey data indicate that working conditions improvements beginning before the pandemic may have translated into increased retention after its onset, suggesting enhanced resilience in the teacher workforce stemming from the policy’s impacts.
Keywords
school turnaround, teacher turnover
Education level
Document Object Identifier (DOI)
10.26300/3bcc-c477
