To establish the relationship between reading ability and teacher turnover, a simultaneous evaluation model based on recent data from the San Diego School District was developed. A two-stage least squares estimation procedure was employed, modified by the introduction of three exogenous variables: percent of students from poor backgrounds, sex of the teacher, and teaching experience. Reading ability was strongly and negatively related to student social class, and teacher turnover was negatively related to reading ability of schools. Analysis suggested that the relationship between experience and achievement was the ability of experienced teachers to become employed by schools with a student body of high achievers. (Author/JB)