GSE Faculty Research
Document Type
Working Paper
Date of this Version
4-30-2015
Abstract
This briefing is on teacher retention and Ambient Positional Instability (API) rates from 2008-09 to 2013-14 for math and science teachers in the state of Ohio. API is investigated in two ways; first, the cohort of math and science teachers teaching in the 2008-09 school year are followed over five years and, second, the population of math and science teachers are tracked from one year to the next over the same time period. Data analyses are presented with key findings identified. Instability rates tend to be stable year-to-year. Teachers in non-charter public schools in the five largest cities in Ohio have roughly 50% higher API than those teaching in non-charter high schools outside those cities. Charter schools have the highest level of API of any of the subpopulations of schools investigated. Implications for schools and research projects targeting secondary schools in Ohio are discussed.
Recommended Citation
Baker, J., & Boruch, R. (2015). Ambient Positional Instability Among Ohio Math and Science Teachers: 2008 to 2014. Retrieved from https://repository.upenn.edu/gse_pubs/269
Included in
Other Education Commons, Other Educational Administration and Supervision Commons, Science and Mathematics Education Commons, Urban Education Commons
Date Posted: 20 May 2015