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).