The purpose of this study was twofold. The first purpose was to analyze exit data collection systems in Mississippi school districts (including a content analysis of the instruments used to collect exit data) to determine how many districts collected data from exiting teachers. The second purpose was to examine teacher characteristics (race, gender, and years of experience) in relation to teacher turnover in Mississippi school districts and to examine the relationships between teacher turnover rates and student achievement determined by district accountability ratings. Findings from this quantitative non-experimental study revealed the Mississippi Department of Education lacks a system to collect exit data from teachers that includes gathering information about the reasons teachers leave schools and school districts. Of the 141 school districts in Mississippi, 80 superintendents/district personnel responded to the questionnaire used in this study, the equivalent of 57%. The responses indicated that 44% of the school districts in Mississippi had a process in place for collecting data from exiting teachers. Content analysis of five instruments used by different Mississippi school districts to collect exit data showed four of the instruments primarily consisted of questions unrelated to factors (such as the work environment and job satisfaction) that researchers found to be critical in assessing reasons for teacher turnover. A multiple linear regression model was used to conduct an analysis of teacher characteristics and teacher turnover rates in Mississippi school districts. For 2017, a significant relationship was found between gender, race and teacher years of experience and the turnover rate. Results from 2018 data yielded very different results, indicating a significant relationship only existed between males and the turnover rate. An assessment of 2019 data found a positive correlation between race and teacher turnover. Similarly, a positive correlation was found between teacher years of experience. An analysis of the teacher turnover rate in Mississippi school districts and district accountability ratings to measure student achievement found strong positive relationships for three consecutive years (2017, 2018 and 2019); indicating teacher turnover rates influence student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]