Date of Award

6-19-2024

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Sociology

First Advisor

Kate Phillippo

Second Advisor

Eilene Edejer

Abstract

Teacher turnover in the U.S. has risen over the past decades. Urban districts have faced some of the highest rates of turnover amongst their staff. However, scholars still debate the impacts of teacher turnover on student academic success. This study aims to better understand this relationship across both ethno-racial and socioeconomic student demographics, as well as school region type. To accomplish this, student test scores, across demographics, on the Next Generation MCAS state standardized test are observed in relation to teacher retention across three year cycles (2016-2017, 2017-2018, 2018-2019). Using correlation analysis and t-tests, it is found that there is a positive correlation between teacher retention and student scores exceeding and meeting test standards, and a negative correlation between teacher retention and student scores partially meeting and not meeting test standards. This result occurred across all demographics. It is also observed that white students and non-economically disadvantaged students are out-performing students of color and economically disadvantaged students. T-test results also found that suburban schools are averaging more student scores each year exceeding or meeting test standards than their urban school counterparts. These results set the stage for further research on the achievement gap, and future research on the impacts of teacher turnover on student achievement post COVID-19 pandemic.

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