Despite Reports to the Contrary, New Teachers Are Staying in Their Jobs Longer
Center for American Progress

Not only do our analyses show that since 2007, new teachers have been staying in the classroom at dramatically higher rates than is commonly understood, but they also show that teachers in high-poverty schools—defined here as those with more than 80 percent of students eligible for federally subsidized lunches—are staying at statistically similar rates as all beginning teachers. Teachers find high-poverty schools to be among the most challenging work environments, and they are somewhat more likely to leave teaching after working in a high-poverty school than in a lower-poverty school. Our analysis, however, shows that beginning teachers in these settings display retention patterns similar to those of their counterparts in lower-poverty schools—at least over their first five years in the classroom.