Supports, professional development (PD), and influence-related determinants of teachers staying at their school (relative to having quit or having moved to a different school) the year after initial survey

Supports PD activities Satisfaction and hours
All Low-poverty High-poverty All Low-poverty High-poverty All Low-poverty High-poverty
Supports for PD index 0.017** -0.005 0.037***
PD activities index 0.033*** 0.027* 0.050***
Satisfaction and hours in PD index 0.030*** 0.018** 0.041***
Constant 0.823*** 0.795*** 0.857*** 0.817*** 0.795*** 0.845*** 0.822*** 0.796*** 0.852***
N 33,100 8,800 13,000 33,100 8,800 13,000 33,100 8,800 13,000
R-squared 0.023 0.031 0.028 0.024 0.032 0.029 0.026 0.032 0.033

Note: Data are for teachers in public noncharter schools in the 2011–2012 Schools and Staffing Survey (SASS) whose status is known in the 2012–2013 Teacher Follow-up Survey (TFS). A teacher is in a low-poverty school if less than 25% of the student body in his/her classroom is eligible for free or reduced-price lunch programs; a teacher is in a high-poverty school if 50% or more of the student body in his/her classroom is eligible for those programs. For statistical significance, *** denotes p < 0.01, ** denotes p < 0.05, and * denotes p < 0.1. Regressions control for credentials and state fixed effects.

Source: 2011–2012 Schools and Staffing Survey (SASS) and 2012–2013 Teacher Follow-up Survey (TFS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES 2011–2012, 2012–2013).

View the underlying data on epi.org.