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The Impact of Early Career Retention Payments on Teacher Retention: An Evaluation of Impact and Value for Money

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Title: The Impact of Early Career Retention Payments on Teacher Retention: An Evaluation of Impact and Value for Money
Language: English
Authors: Jack Worth, Dawson McLean, National Foundation for Educational Research (NFER) (United Kingdom), Office for National Statistics (ONS), Secure Research Service (SRS) (United Kingdom)
Source: National Foundation for Educational Research. 2025.
Availability: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Peer Reviewed: N
Page Count: 58
Publication Date: 2025
Sponsoring Agency: Nuffield Foundation (United Kingdom)
Document Type: Reports - Research
Descriptors: Foreign Countries, Teacher Persistence, Teacher Salaries, Beginning Teachers, Loan Repayment, Economic Factors, Incentive Grants, Incentives
Geographic Terms: United Kingdom (England)
ISBN: 978-1-916567-32-0
Abstract: This evaluation, funded by the Nuffield Foundation, explores the impact of early career retention payments on teacher retention in England. The analysis covers the impact so far of five schemes that have been piloted since 2018: maths and physics retention payment (MPRP), teacher student loan reimbursement (TSLR), maths phased bursary (MPB), early career payment (ECP) and levelling up premium (LUP). These schemes all targeted additional payments to in-service early career teachers teaching shortage secondary subjects, with some payments linked to certain local areas and schools. The authors use a combination of difference-in-differences and triple-differences methodologies to estimate the impact of the retention payments on teacher leaving rates, isolating the impacts from other influences such as changing leaving rates over time (including dramatically during the COVID-19 pandemic) and underlying differences in leaving rates by teacher experience, subject, area and school type. The study expands the evidence base on how effective and cost-effective retention payments are and draws out the implications for future policy design.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED676280
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED676280
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  Data: The Impact of Early Career Retention Payments on Teacher Retention: An Evaluation of Impact and Value for Money
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  Data: <searchLink fieldCode="AR" term="%22Jack+Worth%22">Jack Worth</searchLink><br /><searchLink fieldCode="AR" term="%22Dawson+McLean%22">Dawson McLean</searchLink><br /><searchLink fieldCode="AR" term="%22National+Foundation+for+Educational+Research+%28NFER%29+%28United+Kingdom%29%22">National Foundation for Educational Research (NFER) (United Kingdom)</searchLink><br /><searchLink fieldCode="AR" term="%22Office+for+National+Statistics+%28ONS%29%2C+Secure+Research+Service+%28SRS%29+%28United+Kingdom%29%22">Office for National Statistics (ONS), Secure Research Service (SRS) (United Kingdom)</searchLink>
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  Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
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  Data: 58
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Salaries%22">Teacher Salaries</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Loan+Repayment%22">Loan Repayment</searchLink><br /><searchLink fieldCode="DE" term="%22Economic+Factors%22">Economic Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Incentive+Grants%22">Incentive Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink>
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  Data: 978-1-916567-32-0
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  Data: This evaluation, funded by the Nuffield Foundation, explores the impact of early career retention payments on teacher retention in England. The analysis covers the impact so far of five schemes that have been piloted since 2018: maths and physics retention payment (MPRP), teacher student loan reimbursement (TSLR), maths phased bursary (MPB), early career payment (ECP) and levelling up premium (LUP). These schemes all targeted additional payments to in-service early career teachers teaching shortage secondary subjects, with some payments linked to certain local areas and schools. The authors use a combination of difference-in-differences and triple-differences methodologies to estimate the impact of the retention payments on teacher leaving rates, isolating the impacts from other influences such as changing leaving rates over time (including dramatically during the COVID-19 pandemic) and underlying differences in leaving rates by teacher experience, subject, area and school type. The study expands the evidence base on how effective and cost-effective retention payments are and draws out the implications for future policy design.
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED676280
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 58
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teacher Salaries
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Loan Repayment
        Type: general
      – SubjectFull: Economic Factors
        Type: general
      – SubjectFull: Incentive Grants
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      – SubjectFull: Incentives
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: The Impact of Early Career Retention Payments on Teacher Retention: An Evaluation of Impact and Value for Money
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            NameFull: Office for National Statistics (ONS), Secure Research Service (SRS) (United Kingdom)
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              M: 06
              Type: published
              Y: 2025
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