Education and Educational Policy

A Conceptual Framework Of Teacher Attrition And Retention: A Systematic Review Of The Empirical Literature And Insights From The Employee Turnover Literature

Dr. Tuan Nguyen, Research Assistant Professor

In this study, I present and advance a comprehensive conceptual framework of teacher attrition and retention, which is guided by the broader employee turnover literature and supported by the empirical literature. Synthesizing nearly forty years of research on teacher turnover through a systematic review process, I categorize the determinants of teacher turnover into nine subcategories grouped under three primary categories of personal correlates, school correlates, and external correlates. For each category, I discuss the empirical results and their implications for attrition and retention. I also highlight the gaps in the empirical literature and the possible policy levers to positively influence the teacher work force.

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers

Dr. Tuan Nguyen, Research Assistant Professor

Qualified science, technology, engineering, and mathematics (STEM) teachers are critical in the provision of high-quality STEM education for all students. Through descriptive and regression analysis, this work documents how demographic characteristics, qualifications, and turnover rates of a nationally representative sample of public school STEM teachers have changed from 1988 to 2012. Over this time period, STEM teachers are more likely to be female, attend selective colleges, have graduate degrees, and have STEM qualification. Although STEM teachers are no more likely to turnover than other teachers, this masks differential rates between high- and low-poverty schools. Moreover, the results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.

The Effects of Grant Aid on Student Persistence and Degree Attainment:  A Systematic Review and Meta-Analysis of the Causal Evidence

Dr. Tuan Nguyen, Research Assistant Professor

It is well established that financial aid, in the form of grants, increases the probability of enrollment in postsecondary education. A slate of studies in recent years has extended this research to examine whether grant aid also has an impact on persistence and degree attainment.  This paper presents a systematic review and meta-analysis of the causal evidence of the effect of grant aid on postsecondary persistence and degree attainment. A meta-analysis of 43 studies yielding 75 effect sizes estimates that grant aid increases the probability of student persistence and degree completion between two and three percentage points. When considering the dollar amount of aid, the result suggests that an additional $1,000 of grant aid likely improves within year and year-to-year persistence by about one percentage point. Suggestions for future research and implications for policy are discussed.