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Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Author

Listed:
  • Jason A. Grissom

    (Peabody College, Vanderbilt University)

  • Michelle Reininger

    (Center for Education Policy Analysis, Stanford University)

Abstract

While a large literature examines the factors that lead teachers to leave teaching, few studies have examined what factors affect teachers’ decisions to reenter the profession. Drawing on research on the role of family characteristics in predicting teacher work behavior, we examine predictors of reentry. We employ survival analysis of time to reentry for exiting teachers using longitudinal data from the 1979 National Longitudinal Surveys of Youth. We find that younger, better paid, and more experienced teachers are more likely to reenter. We also find that women are more likely to return to teaching than men. Child rearing plays an important role in this difference. Women are less likely to reenter with young children at home. We conclude that reentrants may be an important source of teacher labor supply and that policies focused on the needs of teachers with young children may be effective ways for districts to attract returning teachers. © 2012 Association for Education Finance and Policy

Suggested Citation

  • Jason A. Grissom & Michelle Reininger, 2012. "Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers," Education Finance and Policy, MIT Press, vol. 7(4), pages 425-454, September.
    • Handle: RePEc:tpr:edfpol:v:7:y:2012:i:4:p:425-454
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00075
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    Citations

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    Cited by:

    1. Vera, Celia Patricia, 2018. "A structural approach to assessing retention policies in public schools," MPRA Paper 90657, University Library of Munich, Germany.
    2. Julie Berry Cullen & Cory Koedel & Eric Parsons, 2021. "The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality," Education Finance and Policy, MIT Press, vol. 16(1), pages 7-41, Winter.
    3. Jacinto, Alberto & Gershenson, Seth, 2019. "The Intergenerational Transmission of Teaching," IZA Discussion Papers 12201, Institute of Labor Economics (IZA).
    4. Gershenson, Seth, 2021. "Identifying and Producing Effective Teachers," IZA Discussion Papers 14096, Institute of Labor Economics (IZA).
    5. Jason A. Grissom & Brendan Bartanen, 2019. "Principal Effectiveness and Principal Turnover," Education Finance and Policy, MIT Press, vol. 14(3), pages 355-382, Summer.
    6. Fullard, Joshua, 2023. "Labour market expectations and occupational choice: evidence from teaching," ISER Working Paper Series 2023-01, Institute for Social and Economic Research.
    7. Cory Koedel & Shawn Ni & Michael Podgursky, 2014. "Who Benefits from Pension Enhancements?," Education Finance and Policy, MIT Press, vol. 9(2), pages 165-192, March.
    8. Vera Celia P., 2019. "A Structural Approach to Assessing Retention Policies in Public Schools," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 19(3), pages 1-26, July.

    More about this item

    Keywords

    schools; education; teacher reentry; teacher behavior;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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