Newness of teachers in low- and high-poverty schools
|Total||Low-poverty||High-poverty||Gap (high- minus low-poverty school)||Ratio high/low poverty|
|Share of all teachers who are newly hired teachers||11.2%||10.1%||12.1%||2.0%||1.2|
|Share of all teachers who are newly hired teachers and in their first year of teaching||4.7%||3.7%||5.3%||1.6%||1.5|
|Share of newly hired teachers who are in their first year of teaching||37.8%||33.8%||39.8%||6.0%||1.2|
Note: Data are for public noncharter schools. One survey question asked principals how many teachers held full- or part-time positions in the school around the first of October for the 2015–2016 school year. Another survey question asked how many teachers at the school around the first of October were newly hired by the school and, of those newly hired teachers, how many were in their first year of teaching. The share of all teachers who are newly hired was calculated by dividing the number of teachers who were newly hired by the total number of full- and part-time teachers in each school and averaging that number across all schools responding to survey. Calculating the share of all teachers who are newly hired and in their first year of teaching follows the same process. The last row uses the previous two numerators. For each school, the total number of teachers who are in their first year of teaching is divided by the total number of newly hired teachers in each school and averaged across all schools. A principal is in a low-poverty school if less than 25 percent of the student body in his/her school is eligible for free or reduced-price lunch programs; a principal is in a high-poverty school if 50 percent or more of the student body is his/her school is eligible for those programs.
Source: 2015–2016 National Teacher and Principal Survey (NTPS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES)