Faculty research supports an important aspect of the College’s overall mission of public service. Every year dozens of Baruch faculty members work closely with the College’s Office of Sponsored Programs and Research (SPAR) to successfully apply for and acquire external funding to conduct essential, state-of-the art research in dozens of fields. Along with classroom teaching, this aspect of faculty engagement is essential to the vibrancy and reputation of not only the faculty but the entire College.
Project Name: Teacher Turnover: What Factors Are Associated with It, and How Does It Influence School Functioning and Student Performance?
Principal Baruch/CUNY Investigator: Jennifer Goldstein, Associate Professor of Education Policy and Leadership
Department/School: School of Public Affairs
Goldstein’s Areas of Research Specialization: Educational policy and leadership, with a focus on improving the quality of teachers and teaching in schools serving low-income children and children of color in the U.S.
Sponsor: The Research Alliance for New York City Schools (subcontract from NYU)
Amount Awarded: $143,316
Project Timeline: Sept. 1, 2009–Mar. 31, 2012
Background: There is probably nothing more important on the national agenda than the improvement of public education. Ask everyone from Microsoft co-founder Bill Gates to parents clamoring to get their children into charter schools.
Engaging the talents of scholars from NYU, Teachers College, and Baruch/CUNY, the Research Alliance for New York City Schools is conducting a mixed-methods study of teacher turnover in the city’s public middle schools. Report findings will be based on survey data from approximately 200 NYC middle schools and on-the-ground case studies at four of those middle schools, as well as analysis of NYC Department of Education administrative data spanning the past 10 years.
Key questions of the study include, What are the underlying patterns of teacher turnover across schools? What personal, professional, and school-related characteristics are associated with the probability of turnover? What do teachers report as the key factors in their decision to remain in or move from their school assignment? How does teacher turnover affect school functioning?
A key focus of Goldstein’s qualitative contribution, building on her prior research on teacher peer review, examines the relationship between teachers’ responsibility for organizational decision-making and teacher retention.
Impact: The three-year study will offer evidence that can inform policy and administrative decisions aimed at improving the quality of staffing in middle schools.
On occasion, BCAM will spotlight a grant of interest to our alumni.