Teacher retention in early college high schools and STEM academies: understanding the positive impacts of college and career readiness school models

Abstract

Several experimental studies find that high schools using College and Career Readiness School Models (CCRSM) produce positive postsecondary outcomes for students. Yet little research explores the internal mechanisms of these schools. We study teacher turnover in two CCRSMs implemented in Texas, called Early College High Schools and inclusive Science, Technology, Engineering, and Math Academies. We find (a) CCRSM schools have lower teacher turnover compared to traditional public high schools, (b) charter versions of CCRSM schools have higher turnover, but (c) non-CCRSM charters have the highest overall teacher turnover. We discuss implications for improving high school-based college readiness reforms.