Based on those findings, we designed a comparative case study to examine certain conditions and practices, which we know from prior research are important in supporting and retaining both new and second-stage teachers.
Within one district, we selected a sample of six high-poverty schools, all serving high proportions of minority students. Some schools were more successful academically than others, as reflected in student growth measures based on standardized tests. Some were perceived by teachers to be more supportive than others, as reflected in their responses to a statewide survey of all teachers.
We interviewed 83 teachers and 12 administrators in those schools and are currently analyzing the data and writing several working papers.