Examining Teacher Characteristics, School Conditions, and Attrition Rates at the Intersection of School Choice and Rural Education

References

• Barcus, H. R., & Brunn, S. D. (2009). Towards a typology of mobility and place attachment in rural America. Journal of Appalachian Studies, 15(1), 26–48.
   Google Scholar
• Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school districts: A pilot study. Washington, DC: National Commission on Teaching and America’s Future.
   Google Scholar
• Barrett, N., Cowen, J., Toma, E., & Troske, S. (2015). Working with what they have: Professional development as a reform strategy in rural schools. Journal of Research in Rural Education (Online), 30(10), 1.
   Google Scholar
• Bihasa, S. (2018). Kansas’ worsening teacher shortage in four graphs. Retrieved from https://www.kmuw.org/post/kansas-worsening-teacher-shortage-four-graphs
   Google Scholar
• Bishaw, A., & Posey, K. G. (2016). A comparison of rural and urban America: Household income and poverty. Census blogs. United States Census Bureau. Retrieved from https://www.census.gov/newsroom/blogs/random-samplings/2016/12/a_comparison_of_rura.html
   Google Scholar
• Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers’ preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management: the Journal of the Association for Public Policy Analysis and Management, 24(1), 113–132. doi:10.1002/()1520-6688
   Web of Science ®Google Scholar
• Brownell, M. T., Bishop, A. M., & Sindelar, P. T. (2005). NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools. Rural Special Education Quarterly, 24(1), 9–15. doi:10.1177/875687050502400103
   Google Scholar
• Burian-Fitzgerald, M., & Harris, D. (2004). Teacher recruitment and teacher quality? Are charter schools different? Policy report number 20. East Lansing, MI: Education Policy Center.
   Google Scholar
• Burian-Fitzgerald, M., Luekens, M. T., & Strizek, G. A. (2004). Less red tape or more green teachers: Charter school autonomy and teacher qualifications. In K.E. Bulkley & P. Wohlstetter (Eds.), Taking Account of Charter Schools: What’s Happened and What’s Next (pp. 11–31). Teachers College, Columbia University.
   Google Scholar
• Byun, S. Y., Meece, J. L., & Irvin, M. J. (2012). Rural-nonrural disparities in postsecondary educational attainment revisited. American Educational Research Journal, 49(3), 412–437. doi:10.3102/0002831211416344
   Web of Science ®Google Scholar
• Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633–2679. doi:10.1257/aer.104.9.2633
   Web of Science ®Google Scholar
• Clark, M. A., Chiang, H. S., Silva, T., McConnell, S., Sonnenfeld, K., Erbe, A., & Puma, M. (2013). The effectiveness of secondary math teachers from teach for America and the teaching fellows programs. Princeton, NJ: Mathematica Policy Research.
   Google Scholar
• Curran, F. C. (2017). Teach for America placement and teacher vacancies: Evidence from the Mississippi Delta. Teachers College Record, 119(2), 1–24.
   Web of Science ®Google Scholar
• Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13, 42. doi:10.14507/epaa.v13n42.2005
   Google Scholar
• DeYoung, A. J., & Howley, C. B. (1990). The political economy of rural school consolidation. Peabody Journal of Education, 67(4), 63–89. doi:10.1080/01619569009538701
   Web of Science ®Google Scholar
• Edelman, A. F., Perera, R., & Schweig, J. (2018). Results from the teach for America 2017 national principal survey. Washington D.C.: RAND Corporation.
   Google Scholar
• Egalite, A. J., & Kisida, B. (2018). The effects of teacher match on students’ academic perceptions and attitudes. Educational Evaluation and Policy Analysis, 40(1), 59–81. doi:10.3102/0162373717714056
   Web of Science ®Google Scholar
• Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44–52. doi:10.1016/j.econedurev.2015.01.007
   Web of Science ®Google Scholar
• Eller, W., Doerfler, C., & Meier, K. (2000). Teacher turnover in Texas: Problems and prospects. A report of the Texas educational excellence project. College Station, TX: Texas A&M University.
   Google Scholar
• Engel, M., & Cannata, M. (2015). Localism and teacher labor markets: How geography and decision making may contribute to inequality. Peabody Journal of Education, 90(1), 84–92. doi:10.1080/0161956X.2015.988533
   Google Scholar
• Eppley, K. (2009). Rural schools and the highly qualified teacher provision of No Child Left Behind: A critical policy analysis. Journal of Research in Rural Education (Online), 24(4), 1-11.
   Google Scholar
• Friedman, M. (1955). The role of government in education (Vol. 13). New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Gawlik, M. A. (2007). Beyond the charter schoolhouse door: Teacher-perceived autonomy. Education and Urban Society, 39(4), 524–553. doi:10.1177/0013124507304074
   Web of Science ®Google Scholar
• Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011-12 schools and staffing survey. First Look (NCES 2013-314). Washington, D.C.: National Center for Education Statistics.
   Google Scholar
• Graham, S. E, & Provost, L. E. (2012). Mathematics achievement gaps between suburban students and their rural and urban peers increase over time. University of New Hampshire: Carsey Institute.
   Google Scholar
• Grissom, J. A., & Keiser, L. R. (2011). A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees. Journal of Policy Analysis and Management, 30(3), 557–580. doi:10.1002/pam.20579
   Web of Science ®Google Scholar
• Grissom, J. A., Viano, S. L., & Selin, J. L. (2016). Understanding employee turnover in the public sector: Insights from research on teacher mobility. Public Administration Review, 76(2), 241–251. doi:10.1111/puar.12435
   Web of Science ®Google Scholar
• Gutierrez, D. (2016). Little school on the prairie: The overlooked plight of rural education. Harvard Political Review. Retrieved from http://harvardpolitics.com/united-states/little-school-prairie-state-rural-education-twenty-first-century-america
   Google Scholar
• Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326–354. doi:10.2307/3559017
   Web of Science ®Google Scholar
• Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267–271. doi:10.1257/aer.100.2.267
   Web of Science ®Google Scholar
• Harris, D. C. (2007). Should I stay or should I go? Comparing teacher mobility in Florida’s charter and traditional public schools. Peabody Journal of Education, 82(2–3), 274–310. doi:10.1080/01619560701312970
   Google Scholar
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534. doi:10.3102/00028312038003499
   Web of Science ®Google Scholar
• Jackson, C. K. (2018). What do test scores miss? The importance of teacher effects on non–test score outcomes. Journal of Political Economy, 126(5), 2072–2107. doi:10.1086/699018
   Web of Science ®Google Scholar
• Jimerson, L. (2003). The competitive disadvantage: Teacher compensation in rural America. Washington, D.C.: Policy Brief.
   Google Scholar
• Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (No. w14607). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Labaree, D. (2010). Teach for America and teacher ed: Heads they win, tails we lose. Journal of Teacher Education, 61(1–2), 48–55. doi:10.1177/0022487109347317
   Web of Science ®Google Scholar
• Malkus, N. (2018). A statistical portrait of rural education in America. In M. Q. McShane & A. Smarick (Eds.), No longer forgotten: The triumphs and struggles of rural education in America (pp. 9–28). Blue Ridge Summit, PA: Rowman & Littlefield.
   Google Scholar
• Maranto, R. (2015). Did the teachers destroy the school? Public entrepreneurship as creation and adaptation. Journal of School Leadership, 25(1), 69–101. doi:10.1177/105268461502500104
   Google Scholar
• Master, B., Loeb, S., & Wyckoff, J. (2017). More than content: The persistent cross-subject effects of English language arts teachers’ instruction. Educational Evaluation and Policy Analysis, 39(3), 429–447. doi:10.3102/0162373717691611
   Web of Science ®Google Scholar
• McClure, C., & Reeves, C. (2004). Rural teacher recruitment and retention review of the research and practice literature. Charleston, WV: Appalachia Educational Laboratory.
   Google Scholar
• McShane, M. Q., & Smarick, A. (Eds.). (2018). No longer forgotten: The triumphs and struggles of rural education in America. Blue Ridge Summit, PA: Rowman & Littlefield.
   Google Scholar
• Miller, L. C. (2012). Understanding rural teacher recruitment and the role of community amenities. Journal of Research in Rural Education, 27(13), 1–52.
   Google Scholar
• Miller, P., Votruba-Drzal, E., & Coley, R. L. (2019). Poverty and academic achievement across the urban to rural landscape: Associations with community resources and stressors. RSF: the Russell Sage Foundation Journal of the Social Sciences, 5(2), 106–122. doi:10.7758/rsf.2019.5.2.06
   Google Scholar
• Mullens, J. E., Murnane, R. J., & Willett, J. B. (1996). The contribution of training and subject matter knowledge to teaching effectiveness: A multilevel analysis of longitudinal evidence from Belize. Comparative Education Review, 40(2), 139–157. doi:10.1086/447369
   Web of Science ®Google Scholar
• Newton, X. A., Rivero, R., Fuller, B., & Dauter, L. (2018). Teacher turnover in organizational context: Staffing stability in Los Angeles charter, magnet, and regular public schools. Teachers College Record, 120(3), n3.
   Web of Science ®Google Scholar
• Nguyen, T.D., Lam, P., Springer, M, & Crouch, M. (2019) The Factors of Teacher Attrition and Retention: An Updated and Expanded Meta-Analysis of the Literature. Working paper.
   Google Scholar
• Ni, Y. (2012). Teacher working conditions in charter schools and traditional public schools: A comparative study. Teachers College Record, 114(3), n3.
   Web of Science ®Google Scholar
• Pandit, M., & Ezzeddine, I. (2016). Harvesting success: Charter schools in rural America. National Charter School Resource Center.
   Google Scholar
• Renzulli, L. A., Parrott, H. M., & Beattie, I. R. (2011). Racial mismatch and school type: Teacher satisfaction and retention in charter and traditional public schools. Sociology of Education, 84(1), 23–48. doi:10.1177/0038040710392720
   Web of Science ®Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. doi:10.3102/0002831212463813
   Web of Science ®Google Scholar
• Sharp, G., & Lee, B. A. (2017). New faces in rural places: Patterns and sources of nonmetropolitan ethnoracial diversity since 1990. Rural Sociology, 82(3), 411–443. doi:10.1111/ruso.2017.82.issue-3
   Web of Science ®Google Scholar
• Shuls, J. V. (2018). School finance in rural America. In M. Q. McShane & A. Smarick (Eds.), No longer forgotten: The triumphs and struggles of rural education in America (pp. 99–116). Blue Ridge Summit, PA: Rowman & Littlefield.
   Google Scholar
• Stuit, D. A., & Smith, T. M. (2012). Explaining the gap in charter and traditional public school teacher turnover rates. Economics of Education Review, 31(2), 268–279. doi:10.1016/j.econedurev.2011.09.007
   Web of Science ®Google Scholar
• Sun, M., Saultz, A., & Ye, Y. (2017). Federal policy and the teacher labor market: Exploring the effects of NCLB school accountability on teacher turnover. School Effectiveness and School Improvement, 28(1), 102–122. doi:10.1080/09243453.2016.1242506
   Web of Science ®Google Scholar
• Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC.: Learning Policy Institute.
   Google Scholar
• TeachForAmerica. (2019). The history of teach for America. Retrieved from https://www.teachforamerica.org/what-we-do/history/
   Google Scholar
• Thiemann, P. (2018). Inequality in education outcomes: The role of sorting among students, teachers, and schools (Unpublished manuscript). Lund, Sweden.
   Google Scholar
• Tiebout, C. M. (1956). A pure theory of local expenditures. Journal of Political Economy, 64(5), 416–424. doi:10.1086/257839
   Web of Science ®Google Scholar
• U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD). (2017). Public elementary/secondary school universe survey (2000–01 through 2015–16). See Digest of Education Statistics 2016 and 2017, table 216.20. Washington, DC.
   Google Scholar
• Urban Institute Education Data Portal (Version 0.5.0 – Beta). (2019). Urban institute center on education data and policy. Retrieved from https://educationdata.urban.org/documentation/
   Google Scholar
• Waldman, A. (2019, June 18). How teach for America evolved into an arm of the charter school movement. ProPublica. Retrieved from https://www.propublica.org/article/how-teach-for-america-evolved-into-an-arm-of-the-charter-school-movement/
   Google Scholar
• Woodworth, J. L., Raymond, M. E., Han, C., Negassi, Y., Richardson, W. P., & Snow, W. (2017). Charter management organizations. Stanford, CA: Center for Research on Education Outcomes. Retrieved from https://credo.stanford. edu/pdfs/CMO%20FINAL.pdf
   Google Scholar