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Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes

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Title: Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes
Language: English
Authors: Wesley Edwards (ORCID 0000-0001-9221-6260), Cornelius Q. Anderson
Source: AERA Open. 2023 9(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Administrator Relationship, Principals, Novices, Beginning Teachers, Elementary Secondary Education, Public Schools, Ethnic Groups, Race, Teacher Persistence, Administrator Characteristics, Teacher Characteristics, Geographic Location
Geographic Terms: Texas
ISSN: 2332-8584
Abstract: Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1405271
Database: ERIC
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  Data: Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Wesley+Edwards%22">Wesley Edwards</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9221-6260">0000-0001-9221-6260</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cornelius+Q%2E+Anderson%22">Cornelius Q. Anderson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2023 9(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Characteristics%22">Administrator Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: Nationally, many school districts are facing a teacher workforce sustainability crisis, and job retention for novice teachers of color is a key area of focus for educational leaders and policymakers. In this study, we draw on nine years of administrative data from Texas K-12 public schools to better understand how teacher-principal ethnoracial matching is associated with patterns of teacher retention and system-exit. Teacher labor markets are geographically small, so we link data from the National Center for Education Statistics containing geographic locale information to explore how the relationship between ethnoracial matching and novice teacher career outcomes varies across urban, suburban, rural, and town school contexts. We find that matching is associated with an increase in the probability of retention and a decrease in the probability of system-exit, with important variation for novice Black and Latinx teachers working in some nonurban school locales.
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      – Text: English
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      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Novices
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Ethnic Groups
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      – SubjectFull: Race
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Administrator Characteristics
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Geographic Location
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      – SubjectFull: Texas
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      – TitleFull: Teacher-Principal Ethnoracial Matching, Geography, and Novice Teacher Career Outcomes
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