Teacher Attrition and Student Achievement in New York City Schools, 2000-2005

2000-2005 data from New York City public schools examines the relationship between teacher effectiveness and attrition rates. The research by Donald Boyd of Albany State University finds that less effective first-year teachers, as measured by value-added to student test scores, had higher attrition rates than more effective peers. The differential attrition pattern was not consistent for teachers in their second and third years.

Use Cases

• Modeling teacher attrition risk based on estimated teacher effectiveness.
• Analyzing the mobility patterns of effective teachers between low- and high-performing schools.
• Studying the relationship between early-career teacher performance and retention.

Strengths

• Focuses on a specific and policy-relevant time period (2000-2005).
• Examines a large urban school district (New York City).
• Links teacher attrition directly to a quantitative measure of teacher effectiveness (value-added to student test scores).

Limitations

• Row count and specific column definitions are unknown, limiting suitability assessment.
• Data freshness is unverified as the last update date is unknown.
• The dataset's license is closed, restricting access and reuse.

Provenance

Source

Donald Boyd, Albany State University

Collection Method

Likely contains administrative records from New York City public schools.

Time Range

2000-2005

Geography

New York City, USA