{"id":4987,"date":"2020-03-26T08:55:13","date_gmt":"2020-03-26T12:55:13","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=4987"},"modified":"2021-05-24T12:53:11","modified_gmt":"2021-05-24T16:53:11","slug":"evaluation-of-the-els-initiative-report-3-teacher-turnover-and-retention-2015-16-to-2018-19","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2020\/03\/26\/evaluation-of-the-els-initiative-report-3-teacher-turnover-and-retention-2015-16-to-2018-19\/","title":{"rendered":"Evaluation of the ELS Initiative, Report #3: Teacher Turnover and Retention"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text]<strong>ORE conducted an evaluation of the Early Literacy Specialist Initiative from 2015-16 to 2018-19.<\/strong> Four research reports summarize the findings after four years:<\/p>\n<ol>\n<li><a href=\"https:\/\/www.philasd.org\/research\/2020\/01\/21\/evaluation-of-the-els-initiative-report-1-implementation-2015-16-to-2018-19\/\">Implementation of the ELS Initiative<\/a><\/li>\n<li><a href=\"https:\/\/www.philasd.org\/research\/2020\/01\/21\/evaluation-of-the-els-initiative-report-2-teacher-benefits-and-changes-to-practice-2015-16-to-2018-19\/\">Teacher Benefits and Changes to Teacher Practice\u00a0<\/a><\/li>\n<li>Teacher Turnover and Retention (this report)<\/li>\n<li><a href=\"https:\/\/www.philasd.org\/research\/2020\/05\/12\/evaluation-of-the-els-initiative-report-4-student-achievement\/\">Student Achievement during the ELS Initiative<\/a><\/li>\n<\/ol>\n<p><strong>Key Findings<\/strong><\/p>\n<ul>\n<li>As schools participated in the initiative for more years, they retained fewer and fewer teachers, particularly within the same grade.<\/li>\n<li>About 49% of the 570 teachers who taught K-3 in a Cohort 1 school in 2015-16 were still teaching K-3 in a Cohort 1 school three years later.<\/li>\n<li>About 34% of the 570 teachers who taught K-3 in a Cohort 1 school in 2015-16 were still teaching the same grade at the same school three years later.<\/li>\n<\/ul>\n<p>Use the button below to download the 16-page report.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2020%2F03%2FELS-Report-3_Teacher_Retention_March_2020.pdf|||&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The third of four reports on implementation, teacher benefits and changes to teacher practice, teacher turnover and retention, and student achievement related to SDP&#8217;s Early Literacy Specialist Initiative.<\/p>\n","protected":false},"author":21878,"featured_media":4392,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[131,130],"tags":[321],"class_list":["post-4987","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-effective-instruction","category-literacy","tag-k-5"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4987","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/21878"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=4987"}],"version-history":[{"count":6,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4987\/revisions"}],"predecessor-version":[{"id":5210,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/4987\/revisions\/5210"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/4392"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=4987"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=4987"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=4987"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}