School organizational contexts, teacher turnover, and student achievement: Evidence from panel data

Authors
Matthew Kraft,
William Marinell,
Darrick Yee
Year of publication
2016
Publication
American Educational Research Journal
Volume/Issue
53(5)
Pages
1411-1499

We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school climate captured on the annual NYC School Survey. We identify credible estimates by isolating variation in organizational contexts within schools over time. We find that improvements in school leadership especially, as well as in academic expectations, teacher relationships, and school safety are all independently associated with corresponding reductions in teacher turnover. Increases in school safety and academic expectations also correspond with student achievement gains. These results are robust to a range of threats to validity suggesting that our findings are consistent with an underlying causal relationship.

Suggested Citation:

Kraft, M., Marinell, W., & Yee, D. (2016). School organizational contexts, teacher turnover, and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411-1499