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Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models.

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Title: Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models.
Authors: Knight, David S.1 (AUTHOR) dsknight@uw.edu, Almasi, Pooya1 (AUTHOR), Shin, Jinseok2 (AUTHOR), Duncheon, Julia1 (AUTHOR)
Source: Education Economics. Feb2026, Vol. 34 Issue 1, p83-114. 32p.
Subject Terms: *Teacher turnover, *Teacher retention, *Educational outcomes, *Educational change, *High schools, *STEM education, *Higher education, *Academic programs
Geographic Terms: Texas
Abstract: Several experimental studies find that high schools using College and Career Readiness School Models (CCRSM) produce positive postsecondary outcomes for students. Yet little research explores the internal mechanisms of these schools. We study teacher turnover in two CCRSMs implemented in Texas, called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school-based college readiness reforms. [ABSTRACT FROM AUTHOR]
Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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Header DbId: ehh
DbLabel: Education Research Complete
An: 191012011
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models.
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  Data: <searchLink fieldCode="JN" term="%22Education+Economics%22">Education Economics</searchLink>. Feb2026, Vol. 34 Issue 1, p83-114. 32p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+turnover%22">Teacher turnover</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+retention%22">Teacher retention</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+programs%22">Academic programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: Several experimental studies find that high schools using College and Career Readiness School Models (CCRSM) produce positive postsecondary outcomes for students. Yet little research explores the internal mechanisms of these schools. We study teacher turnover in two CCRSMs implemented in Texas, called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school-based college readiness reforms. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191012011
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/09645292.2025.2463639
    Languages:
      – Code: eng
        Text: English
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        PageCount: 32
        StartPage: 83
    Subjects:
      – SubjectFull: Teacher turnover
        Type: general
      – SubjectFull: Teacher retention
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Educational change
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      – SubjectFull: High schools
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      – SubjectFull: STEM education
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      – SubjectFull: Higher education
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      – SubjectFull: Academic programs
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      – SubjectFull: Texas
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      – TitleFull: Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models.
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            NameFull: Almasi, Pooya
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              Text: Feb2026
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              Y: 2026
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