Examining the Relationship between Instructional Practices and Teacher Exit
| Outcome: Leave CPS | ||||||
|---|---|---|---|---|---|---|
| Tenured Teachers | Nontenured Teachers | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | |
| FFT domains | ||||||
| 2. Classroom management | −0.091** (0.035) | −0.069 (0.041) | −0.056 (0.044) | −0.123** (0.050) | −0.107 (0.070) | −0.090 (0.069) |
| 3. Instruction | −0.072** (0.031) | −0.042 (0.032) | −0.044 (0.043) | −0.156*** (0.607) | −0.161** (0.078) | −0.122* (0.071) |
| FFT components | ||||||
| 2a. Environment of respect and rapport | −0.080** (0.033) | −0.047 (0.038) | −0.029 (0.041) | −0.059 (0.346) | −0.041 (0.052) | −0.018 (0.061) |
| 2b. Culture for learning | −0.055* (0.028) | −0.048 (0.030) | −0.037 (0.031) | −0.645 (0.353) | −0.051 (0.076) | −0.059 (0.074) |
| 2c. Classroom procedures | −0.054** (0.026) | −0.023 (0.024) | −0.018 (0.032) | −0.085* (0.423) | −0.081 (0.059) | −0.068 (0.053) |
| 2d. Student behavior | −0.063** (0.027) | −0.029 (0.024) | −0.022 (0.025) | −0.135*** (0.044) | −0.101 (0.063) | −0.076 (0.054) |
| 2e. Physical space | −0.070** (0.032) | −0.056 (0.036) | −0.055 (0.038) | −0.024 (0.241) | 0.007 (0.060) | −0.016 (0.046) |
| 3a. Communicating with students | −0.062** (0.026) | −0.042 (0.028) | −0.049 (0.041) | −0.111** (0.044) | −0.103* (0.061) | −0.090 (0.060) |
| 3b. Questioning and discussion | −0.054** (0.025) | −0.027 (0.022) | −0.041 (0.036) | −0.159*** (0.038) | −0.188*** (0.082) | −0.148*** (0.049) |
| 3c. Engaging students in learning | −0.046* (0.023) | −0.031 (0.028) | −0.030 (0.037) | −0.082* (0.406) | −0.051 (0.062) | −0.038 (0.052) |
| 3d. Using assessment in instruction | −0.072** (0.033) | −0.071 (0.044) | −0.067 (0.047) | −0.112** (0.051) | −0.049 (0.075) | −0.014 (0.066) |
| 3e. Flexibility and responsiveness | −0.093** (0.039) | −0.068* (0.040) | −0.075 (0.045) | −0.132*** (0.537) | −0.119 (0.073) | −0.081 (0.071) |
| School fixed effects | X | X | X | X | ||
| Teacher characteristics | X | X | ||||
Notes: Each cell in the table represents a coefficient from a separate regression where a binary indicator for teacher exit from CPS at the end of the 2008–2009 school year is regressed on either an FFT domain score (classroom environment or instruction) or an FFT component (specific teacher practices). Components within a domain are averaged to generate a domain-level rating. In 2008–2009, FFT ratings from principals are available for 65 percent of nontenured teachers (N = 147) and 18 percent of tenured teachers (N = 113) in treatment (Cohort 1) schools. There are 43 schools in this analysis because all teachers are missing FFT ratings at one school. Teacher characteristics include years of experience in CPS (experience squared), race/ethnicity, gender, teacher’s prior evaluation rating, certification status (alternative), educational attainment (bachelors, masters, or doctorate), and undergraduate major. Coefficients statistically significant at the
↵* 10 percent,
↵** 5 percent, and
↵*** 1 percent levels.