Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Boyd, Donald | 3 |
| Grossman, Pam | 3 |
| Lankford, Hamilton | 3 |
| Loeb, Susanna | 3 |
| Wyckoff, James | 3 |
| Ing, Marsha | 1 |
| Myung, Jeannie | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 2 |
| Elementary Education | 1 |
Audience
Location
| New York | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGrossman, Pam; Loeb, Susanna; Myung, Jeannie; Boyd, Donald; Lankford, Hamilton; Wyckoff, James – Yearbook of the National Society for the Study of Education, 2012
Districts nationwide are implementing teacher induction programs as a strategy to increase both beginning teacher retention and student achievement. The induction of beginning teachers has been widely acknowledged as important for teachers' feelings of success and their retention (Darling-Hammond, 1994; Huling-Austin, 1989; Smylie, 1994).…
Descriptors: Beginning Teacher Induction, Mentors, Beginning Teachers, Teacher Persistence
Boyd, Donald; Grossman, Pam; Ing, Marsha; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – American Educational Research Journal, 2011
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover…
Descriptors: Teacher Characteristics, Teacher Persistence, School Administration, Teacher Administrator Relationship
Boyd, Donald; Grossman, Pam; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Bureau of Economic Research, 2008
Almost a quarter of entering public-school teachers leave teaching within their first three years. High attrition would be particularly problematic if those leaving were the more able teachers. The goal of this paper is estimate the extent to which there is differential attrition based on teachers' value-added to student achievement. Using data…
Descriptors: Teacher Effectiveness, Teacher Persistence, Academic Achievement, Faculty Mobility
