Teacher-voices-related determinants of teachers staying at their school (relative to having quit or having moved to a different school) the year after initial survey

Cooperation and support Influence
All Low-poverty High-poverty All Low-poverty High-poverty
Cooperation and support index 0.045*** 0.034** 0.056***
Influence index 0.043*** 0.023* 0.052***
Constant 0.818*** 0.787*** 0.858*** 0.820*** 0.794*** 0.855***
Observations 33,100 8,800 13,000 33,100 8,800 13,000
R-squared 0.029 0.035 0.037 0.028 0.032 0.034

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.