2017 Authored by: Neal Bottom

Teacher Retention Initiative

United Teachers of Richmond | West Contra Costa Unified School District

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Teacher Retention Initiative United Teachers of Richmond | West Contra Costa Unified School District

Executive Summary Teachers are leaving for materially similar job assignments with better compensation and working conditions. Teachers in the West Contra Costa Unified School District are choosing to leave their teaching assignments and more than two-thirds are leaving to teach in another Bay Area school district. This turnover is a result of the combination of inadequate compensation and challenging teaching conditions. These findings are in-line with existing research on teacher turnover. High teacher turnover yields an unstable workforce, taking a toll on the remaining staff and eroding the nature of the school as a collegial learning environment for students and teachers alike. Improvements in teacher retention leads to:

• Direct savings of hundreds of thousands of dollars in recruitment, selection, and preparation of teachers

• Increased numbers of effective teachers remaining in hard to staff schools • Improved student achievement as a result of a stable workforce and stronger school culture • Greater overall satisfaction with teaching and learning conditions across school sites

This review overwhelmingly supports the need for establishing a set of practices to address compensation, improve the teaching conditions experienced by teachers in the district, and support school-level leadership in being more effective at strengthening the conditions that lead to teacher retention. The findings from 40 Exit Surveys, eight Exit Interviews, and an extensive review of current research all highlight the issues exacerbating the problem of teacher turnover and point to solutions in improving teacher retention in West Contra Costa Unified School District. In order to establish a system that improves the retention of effective teachers at a materially higher percentage than the average rate, it is recommended that the United Teachers of Richmond and the West Contra Costa Unified School District work together to:

• Research and design a compensation system that supports attraction and retention of highly effective teachers in the district

• Make strategic investments in leadership effectiveness • Prioritize the development of safe school environments • Invest in a portfolio of teacher supports with a focus on new teachers • Develop systems to monitor and address issues leading to teacher turnover

This report and its recommendations have been generated based on existing research and the experience of teachers exiting the district. West Contra Costa Unified School District spans a large and diverse area and while the evidence-based recommendations made in this report will lead to improved retention, additional or alternate improvements may be needed based on individual school site needs as well as the analysis of additional data collection.

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Case for Greater Retention Economic Costs of Teacher Turnover West Contra Costa’s aggregate turnover rate is in-line with results from the most recent Teacher Follow Up Survey (NCES, 2014) administered by the National Center for Education Statistics, stating the average national teacher turnover rate is approximately 16% of the total teacher population, however varying significantly depending on student demographics. Additionally, national data shows that teacher turnover in Title 1 schools increases dramatically from the national average to approximately 22 percent. The difference between the national average and the rate of turnover in Title 1 schools necessitates examining school-level turnover rates to identify those schools that are hardest hit by teacher turnover. Currently, the district is experiencing a top level average teacher turnover rate of 15%, which is approximately 250 teachers, a similar result as that of the national teacher turnover rate. While the district result is not vastly different than the average, this level of annual turnover is costly and leads to recurring investments in the recruitment, selection, and preparation of new teachers to the district in excess of $2 million annually without ever realizing the benefit of these investments on student achievement. According to the National Commission on Teaching and America’s Future (NCTAF), the average cost in an Urban school district to recruit, hire, and prepare a teacher new to the district is $8,750 per new teacher. If approximately 15% of West Contra Costa Unified School District teachers leave (approximately 250 teachers), this will cost the district $2,187,500 to replace these teachers each year. Despite a similar result as that of the national average, if the top level annual turnover rate in the district was reduced by approximately 3%, that would mean the retention of an additional 38 West Contra Costa Unified School District teachers each year resulting in a direct savings to the district as well as other savings that would show up over time in the form of efficiencies. Altogether the potential savings of greater teacher retention is in the hundreds of thousands of dollars per annum. The above estimates include costs to the Central Office in terms of the costs of separation, cost of replacement staffing, net replacement pay, cost of training, as well as school site costs in terms of the value of lost productivity as a result of teachers new to the school site. The value of lost productivity extends not only to the new teacher hired, but also to the staff being pulled away from their typical duties in order to support the new teacher (Milanowski and Odden, 2007). These costs, however, do not take into account the larger and harder to quantify costs of lost teaching quality, teaching effectiveness, and the impact on student achievement. Research indicates that teachers improve in their ability to effectively impact student achievement between the first three to five years in the classroom (Boyd, Grossman, Lankford, Loeb, and Wyckoff, 2006). Currently, the majority of survey respondents, 75%, reported leaving the district having taught four or fewer years in the district, this is just before investments made in their development begin to pay off in terms of student achievement. To improve overall student achievement, it will be critical for the district to retain teachers beyond the first few years of their teaching career.

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Case for Greater Retention Impact on Student Achievement Focusing on the economic costs of teacher turnover is much more tangible, but often does not capture the costs to the system that are more difficult to quantify. Achievement Gaps are Widened In a study of the effect of teacher turnover on student achievement in New York City Public Schools, Boyd, Grossman, Lankford, Loeb, and Wyckoff (2009) found that nearly 44 percent of elementary teachers and 55 percent of middle school teachers in low-performing schools leave their school assignment within two years. While it may benefit students when ineffective teachers leave their position, the more effective teachers are also leaving their positions to move to schools having relatively higher student achievement and having fewer poor, Black and Hispanic students. As a result, traditionally low-performing students are further disadvantaged and often left with new and inexperienced teachers. In a separate study of New York City Public Schools, Ronfeldt, Loeb, and Wyckoff (2013) found that students in grade levels with high teacher turnover scored lower on state tests in both English Language Arts and Math and these negative effects were even stronger in schools with more low-performing students. The effect on student achievement can extend to higher-performing schools as well if there are not mechanisms in place to ensure that less effective teachers are being screened out of the district or kept from entering the district. The desire to transfer to higher achieving schools is the same for both effective and ineffective teachers and this results in a regression to the mean in academic achievement across the district (Boyd et al., 2009). Turnover Erodes School Culture When teachers leave schools, they also leave behind the relationships and collaborations they held with their fellow teachers and will need to invest time to form new ones. Bryk and Schneider (2004) argue that the quality of the relationships (trust) between teachers, and between teachers and students, is related to student achievement. The constant turnover of teachers disrupts how these relationships are formed and maintained, leading to potential declines in student achievement. Relationships, role expectations, and behaviors eventually solidify to become the culture of the school and excessive turnover leads to a more chaotic environment if relationships are not well established. Schools with strong relationships are perceived by students as a safe, supportive, and stable environment where no matter what they are dealing with at home, they experience a sense of calm and can focus on learning. The same can also be said about the experience of the teachers and school leadership at that site. Chronic teacher turnover negatively affects scheduling, class sizes, curriculum planning and coherence, professional development, and collegiality among staff, adding a degree of chaos and

Having a mentor teacher who is experienced in classroom management and lesson planning would have helped me during my first year of teaching.

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complexity to school operations and having a significant impact on both teaching conditions and student achievement. A safe and supportive environment leads to greater student achievement and teacher job satisfaction, but it is not a strong enough effect to compensate for bad instruction, poorly developed teachers, or erratic teaching conditions (Bryk et al., 2004). Kraft, Marinell, and Yee (2015) also find that as teaching conditions are improved at a school site, student achievement increases and that this positive relationship is stronger in regard to math than to ELA. Evidence from this study also suggests that schools with supportive environments are more likely to retain their effective teachers by maximizing the learning opportunities for teachers and students. Retaining Effective Teachers Completely eliminating teacher turnover is not the answer to improving student achievement, although high teacher turnover does come with large financial costs and negative effects on student achievement by undercutting efforts to build staff capacity and coordinate coherent instruction throughout grade levels. It is important to identify and remove ineffective teachers, but this must be balanced by efforts to improve teaching conditions in hard to staff schools and incentivizing effective teachers to remain in their positions and drive students towards greater academic expectations and higher achievement. The way to drive academic achievement through teacher retention efforts is through programs to retain effective teachers in low-performing schools and institutionalizing systems to identify and remove ineffective teachers.

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Findings of the Teacher Retention Initiative A Fellow with the United Teachers of Richmond working in collaboration with the Director of Human Resources for Certificated Staff, researched, designed, and delivered an Exit Survey via email to all certificated staff that left their position during the 2016-2017 school year. At the time of this writing, 40 former staff members opted to provide feedback via the Exit Survey. Additionally, the Fellow sent a request via various social media outlets requesting to interview former district teachers that left the district within the past few years. The findings from 40 Exit Surveys, eight Exit Interviews, and an extensive review of current research all highlight the issues exacerbating the problem of teacher turnover and point to solutions in improving teacher retention in West Contra Costa Unified School District. The feedback received highlights the need to focus on two key areas: Compensation and Teaching Conditions. Results of Teacher Exit Surveys and Interviews

The data presented below is based on responses to an Exit Survey completed by 40 former West Contra Costa Unified School District teachers who left their teaching assignment at the end of the 2016-2017 school year in addition to eight Exit Interviews conducted with district teachers who left within the past three years. Of the teachers completing the survey, two-thirds are remaining within the Bay Area and 72% are teaching at district schools that serve a similar student demographic. Even more compelling is that 90% of survey respondents felt prepared to teach in a multicultural setting and nearly two-thirds felt they had the training and skills needed to be successful with the student population.

The survey respondents reported that the two main factors that would have persuaded them to remain in their positions was an increase in pay (69%) and a different administrator (36%). The majority of the survey respondents left within four years of employment even though 62% indicated that they planned to be in their position for more than four years at the time they were hired. What drove most of the teachers away (54%) was a lack of a supportive work environment, indicating this as being a major/moderate reason for leaving. Specifically, more than half cited lack of administrator support, and nearly half cited lack of a clear vision from school leadership as a major/moderate reason for leaving. Additionally, 55% cite inadequate/inappropriate student discipline and 57% cite the culture and climate of the school as a major/moderate reason for leaving.

I believe WCCUSD is heading in the right direction. I truly thank WCCUSD for helping me develop from (childhood) K-12 and (adulthood) 12 years of great work experience and multiple trainings. I ultimately left because of a better work environment, better healthcare and salary.

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Results of the open-ended survey responses and interviews have been distilled into the following common concerns from previous West Contra Costa Unified School District teachers and staff. Compensation I needed…

• more competitive pay to be sustainable in the Bay Area • to be able to support my housing needs without the burden of a long commute

Leadership I needed...

• an instructional leader to collaborate with and support me in the classroom • to have leadership in the classroom as much as possible • someone to set high-standards and clear expectations, and then be there to support me in

reaching them • to feel that what was happening in the administration building was connected to and

supported what was happening in the classrooms School Culture I needed...

• a school-wide student conduct system that was implemented fairly and consistently • training and resources for helping students cope with the symptoms of trauma • more support with classroom management and positive behavior interventions • to feel like there were appropriate consequences for disruptive behavior • a community where all boats were rowing in the same direction

Teacher Development I needed...

• my school leadership to take evaluation seriously and provide me with timely feedback • a mentor teacher experienced in classroom management and lesson planning • to feel like it’s okay to be where you are and make a plan to improve rather than pretend

things are going okay when they’re not • curriculum aligned to standards and assessments of student achievement

Of the teachers interviewed and surveyed, the majority of them have continued teaching and working within education as teachers and leaders. In summary, the teachers leaving West Contra Costa Unified School District feel prepared to teach within their school assignments and were initially committed to remaining in the district for several years, however, the level of pay combined with inadequate professional support and challenging teaching conditions ultimately drove them towards other opportunities within education.

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Compensation The desire for more compensation is a common reason given for the decision to leave a teaching assignment. In fact, it was noted by 69% of Exit Survey respondents as one factor that would have persuaded them to remain in the district. These responses make it clear that teachers are leaving the district in pursuit of a level of pay that makes living in the Bay Area more sustainable as 69% are remaining within the immediate area and 75% left for more competitive pay, but still within education. These facts highlight the importance of a compensation system that is competitive with neighboring districts. As Darling Hammond, Furger, Shields, and Sutcher (2016) note:

Even if teachers may be more motivated by altruism than some other workers, teaching must compete with other occupations for talented college and university graduates. … Teachers are more likely to quit when they work in districts with lower wages and when their salaries are low relative to alternative wage opportunities, especially in high-demand fields like math and science.

Additionally, Teachers often have to work 20 years or more to reach the top of the pay scale which, according to a recent report from The New Teacher Project, is twice as long as it takes to reach peak salaries in other professions. In other words, workers in other professions are receiving their biggest gains in salary at a time when they are starting families and buying houses (TNTP, 2014).

This finding is consistent with a report completed by the United Teachers of Richmond detailing the hardship many teachers face in securing affordable housing within reasonable commuting distance to West Contra Costa Unified School District schools (United Teachers of Richmond, 2017). This phenomenon is brought to life in the Exit Survey results indicating 57% of the teachers that left their position at the end of the 2017 school year were between 22 - 35 years old, when the majority of Americans begin to start families and buy homes. As seen in the chart below, the average salary for a West Contra Costa School District teacher is nearly $10,000 less than what the average California teacher makes each year and more than $7,500 less than the nearest higher-paid comparable district, e.g., Mt. Diablo Unified School District.

Source: http://www.ed-data.org/

In my new position, I will be making $29,000 more dollars a year as well as full medical and dental.

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The amount that West Contra Costa Unified School District spends on compensation to recruit similarly trained and experienced teachers is significantly less than competing districts in the area. Currently, West Contra Costa Unified School District spends one of the lowest percentages of its budget on teacher salary out of competitive districts in Contra Costa and Alameda counties, the only exception being Oakland Unified School District. This practice can trigger shortages and retention issues as qualified teachers leave for higher paying positions within the same geographic area.

Source: District Budget Analysis

Comparison districts were chosen based on similar demographics in terms of the relative size of the district and average teaching experience. Brill and McCartney (2008) found that higher salaries may be necessary, but not sufficient to attract and retain effective teachers, especially in hard to staff schools. Additionally, it is understood by teachers leaving that compensation practices are more nuanced than just simply increasing the base salary. While adjustments are needed to bring the salary schedule to a place where it is competitive with surrounding districts, there is also a desire for more creative uses of compensation. Over the past several years there has been a growing body of research investigating how to reform compensation practices in the teaching profession. Research conducted by RAND (2011) in conjunction with the New York City Department of Education found that teacher pay-for-performance models did not support student achievement at any level and did not affect school progress reports. Additionally, it did not affect teachers’ reported attitudes, perceptions, or behaviors. Currently, research does not support pay-for-performance models of teacher compensation. Research does, however, support the need to pay teachers more, but differently, by reorganizing school structures to create a tiered teaching profession that accommodates and rewards highly accomplished teachers who can manage and lead less experienced teachers (NCTAF, 2003).

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One example of this is the collaboration between Denver Public Schools (DPS) and the Denver Classroom Teachers Association (DCTA). The groups were charged with engaging in a learning process to determine if there were ways to strengthen the compensation, career pathways and related structures to support recruitment and retention of effective teachers and increase career satisfaction and success within Denver Public Schools. The two organizations found that:

A school district’s teacher compensation system is an important contributor to overall teacher satisfaction and can, if structured thoughtfully, help drive student growth and other district goals. Further, attractive total compensation opportunities and pathways for career development have the potential to attract and retain strong teachers who are skilled at their craft (Denver ProComp Report, 2014).

DPS and DCTA began implementing the professional compensation system for teachers (ProComp) in 2005 after several years of developing and testing various designs, a vote by DCTA members and a successful mill levy approved by the citizens of Denver. The additional taxes were used exclusively to fund the professional compensation system for teachers (ProComp) and included incentivizing teachers for teaching in hard to staff schools, teaching in hard to fill positions, and increasing teaching knowledge and teaching skills, among other considerations shown to improve student learning and achievement (Denver ProComp Report, 2014).

Newark Public Schools made similar reforms to their compensation practices in 2012 by offering incentives to teachers increasing their knowledge and teaching skills as well as filling hard to staff positions and teaching in hard to staff schools. The Newark Teachers Union recently ratified a new contract with 86% approval from a nearly 1600-member union, keeping the progressive compensation practices in conjunction with a base salary increase and more time for professional development and collaboration (NPS Press Release, 2017).

“Newark’s recent education reforms have hardly been uncontroversial. Yet despite all of the political turmoil, one policy change that has not generated significant opposition is shifting how teachers are paid and providing bonuses to top performers” (TNTP, 2014). It is recommended that the United Teachers of Richmond and West Contra Costa Unified School District review collaborative and innovative models such as Denver ProComp and Newark Public Schools as they begin to address teacher compensation practices for attracting and retaining effective teachers in the district. It is important to note that while increases in pay are a key component in retaining teachers, there is a threshold at which the teaching conditions become so intolerable that no amount of compensation is worth remaining in the position. As Darling-Hammond (2010) states:

While money does ‘sweeten the offer,’ both novice and experienced teachers are attracted primarily to principals who are good instructional leaders, to likeminded colleagues who are committed to the same goals, to teaching conditions and readily available, relevant instructional materials, and to learning supports that enable them to be effective.

I can't support my housing payments since our renters are leaving...I only make $58,700. That is not sufficient for the Bay Area.

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Judge, Piccolo, Podsakoff, Shaw, and Rich (2010) argue that pay level is only marginally related to job satisfaction, a finding that is supported by research from Kahneman and Deaton (2010) finding that there is a threshold at which compensation no longer improves your emotional well-being. These findings suggest maintaining a level of pay at which the majority of teachers will find greater job satisfaction, and balancing this with improved teaching conditions, otherwise teacher turnover will persist. In regard to compensation, it is recommended that the base salary schedule is reviewed and adjusted based upon a compensation analysis of competitive Bay Area school districts. It is also recommended that alternative pay practices are explored as a way to attract top talent into the district and to difficult teaching assignments within the school district. Teaching Conditions and support In addition to adjustments in compensation practices, the reasons why teachers are leaving West Contra Costa Unified School District are in-line with existing research on teacher turnover. These findings, however, may need to be reevaluated as Exit Survey data is collected and analyzed each year.

A common theme throughout the literature is that teacher turnover is higher in schools with low salaries, poor support from principals, student discipline problems, and limited faculty input into school decision-making (Ingersoll, 2001). These factors are often characterized as the teaching conditions and have been repeatedly shown to lead to a decision to leave a teaching assignment. A

second theme that surfaces in the literature and what has been described in the Exit Surveys and Interviews is the impact of school leadership on teacher exit decisions. It is recognized that there are factors that are outside of the control of the district that influence teacher turnover, and that contextual factors like teaching conditions and school leadership practices are more amenable to policy changes. In contrast to challenging teaching conditions described above, evidence shows that teachers improve their ability to raise student achievement more over time when they work in school environments characterized by meaningful opportunities for feedback, productive peer collaboration, a responsive principal, and policies and practices that address student conduct issues and ensure a safe school environment (Kraft et al., 2015). Grissom (2011) identifies the effectiveness of the school principal as the critical component of teaching conditions and the key factor in the probability of teacher turnover in the average school. This correlation is even stronger in schools with large numbers of disadvantaged students that have traditionally faced staffing challenges. Interviews conducted with former district teachers mirror the research and lead to the conclusion that investments made in the improvement of teaching conditions (Appendix A ) and effective school leadership will have the dual effect of reducing teacher turnover and improving student achievement. Moreover, it is important to note that improvements made to teaching conditions and school leadership impacts the performance of new and veteran teachers alike.

The lack of consistency, accountability, and follow through became taxing and frustrating as I wanted to see my students succeed.

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Additionally, investments made in increasing the effectiveness of the principal has a “ripple” effect on other teaching conditions, positively impacting student achievement by way of creating a more stable teacher workforce (Nettles, 2011). The focus of this report has been on best practices that support retention of effective teachers and it is apparent that this will not be possible without the support of effective school-site administrators. Given the effect of the administration on teacher retention, it is recommended that additional research be completed on the best practices for holding school leaders accountable for creating the conditions that lead to increased retention. Collecting site-level data to highlight where teachers are experiencing the most challenging teaching conditions (Appendix B) is an important first step as is clearly defining accountability measures and what it means to be an effective school leader in West Contra Costa Unified School District.

Conclusion Ultimately, teachers are choosing to leave their assignments with West Contra Costa Unified School District as a result of the combination of inadequate compensation and challenging teaching conditions. These findings are in-line with existing research on teacher turnover. The alignment with current evidence is heartening, as the United Teachers of Richmond and the West Contra Costa Unified School District can leverage the large body of research and existing policies and practices to take concrete steps towards creating an environment that attracts and retains the most effective teachers in the Bay Area and establishes this school district as a destination district known for innovative practices and high student achievement.

I felt at my school site there was a huge disconnect between the administration building and the classrooms. Teachers were left to deal with incredibly difficult behavior and overcrowded classrooms while staff in the administrative building dealt with a few students and just put out fires instead of preventing fires.

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Recommendations In order to establish a system that attracts, supports, and develops highly effective teachers, it is recommended that the United Teachers of Richmond and the West Contra Costa Unified School District work together to: 1. Research and design a compensation system that supports attraction and

retention of highly effective teachers in the district a. District Level

i. Conduct a compensation analysis and benchmark salaries against competitive districts to compete for top talent

ii. Consider alternative compensation models that incentivize staff to take on challenging assignments and site-level leadership roles

2. Make strategic investments in leadership effectiveness a. District Level

i. Establish a common definition of instructional leadership effectiveness, which includes coaching and supporting teachers

ii. Provide high-quality mentorship, coaching, and support to all principals iii. Create a system of accountability to hold principals to the performance

expectations required of school leadership 3. Prioritize the development of safe school environments

a. District Level i. Engage the community in what it means to have an excellent school culture and

establish criteria for a safe and supportive school culture ii. Create a system of accountability for school leadership in meeting expectations

for creating a positive school environment b. School Level

i. Establish the use of site-level school climate surveys as a leading indicator of staff exit decisions (Appendix B)

ii. Train staff on trauma-informed practices and make services available to students and staff to cope with the negative effects of aggression and violence

iii. Agree upon a site-level plan to deal with student conduct and support teachers in managing disruptive classroom environments.

4. Invest in a portfolio of teacher supports with a focus on new teachers a. District Level

i. Improve the existing evaluation system by considering additional touch points that include commitments to regular informal feedback, monthly teacher/principal check-ins, and a more comprehensive teacher self-evaluation tied to individual goal setting

ii. Supplement the BTSA program with a District Induction program for new teachers with less than 3 years’ experience (New Teacher Center)

iii. Comprehensive new teacher induction programs yield $1.67 for every $1.00 invested (Villar, 2004)

iv. Institutionalize a classroom walkthrough practice and the delivery of regular, informal feedback on teaching

b. School Level i. Investigate ways to provide additional release time during the school day to new

teachers for peer coaching, collaboration, and peer observations

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ii. Principals articulate clear expectations, paired with a commitment to truthful, timely, and specific feedback and support (Appendix D)

iii. Each teacher has a clear improvement goal in both teaching practice and student achievement (Appendix E)

iv. Recognize highly effective teachers, develop them, and ask them to stay (Appendix C)

5. Develop systems to monitor and address issues leading to teacher turnover a. District Level

i. Institutionalize a practice of compensation analysis to ensure that pay practices remain competitive with surrounding districts

ii. Collect and analyze site-level voluntary turnover data iii. Consistently administer Exit Surveys/Interviews and conduct yearly analysis for

trends and opportunities for improvement (Appendix F) 1. Establish a yearly goal of surveys/interviews completed by exiting staff 2. Use multiple methods of data collection (i.e., random sample of teachers

to conduct exit interviews, 1 out of every 10 teachers complete an exit interview, etc.)

iv. Collect, analyze, and report on site-specific school climate data v. Develop a system of accountability and assist Principals in the development of

action plans to address issues prior to staff exits b. School Level

i. Administer Site-Level School Climate Surveys at least twice yearly (Appendix B) ii. Develop site action plans to address the teaching conditions that need

improvement

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Appendix

A. Teaching and Learning Conditions • https://goo.gl/8Nga6D

B. School Site Staff Culture and Climate Survey • https://goo.gl/4nsSAq

C. 5 Ways Principals Can Keep More Irreplaceable Teachers • https://goo.gl/xojen9

D. Classroom Walkthrough Feedback Form • https://goo.gl/KzMwDY

E. Staff Monthly Check-In and Goal-Setting Form • https://goo.gl/Z9Yk7Q

F. Certificated Staff Exit Survey • https://goo.gl/7DZRGg

Additional Resources Comprehensive Induction Programs

• The New Teacher Center o https://newteachercenter.org/approach/teacher-induction/

• Pathwise Series of Professional Development Program o https://www.ets.org/pathwise

Helping Traumatized Students Learn

• Trauma and Learning Policy Initiative o https://traumasensitiveschools.org/

• The Sanctuary Model o http://sanctuaryweb.com/

• Treatment and Services Adaptation Center o https://traumaawareschools.org/

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References Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2005). How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. Education Finance and Policy. doi:10.3386/w11844 Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Who Leaves? Teacher Attrition and Student Achievement. doi:10.3386/w14022 Urban Institute Working Paper Brill, S., & Mccartney, A. (2008). Stopping the Revolving Door: Increasing Teacher Retention. Politics & Policy,36(5), 750-774. doi:10.1111/j.1747-1346.2008.00133.x Bryk, A., & Schneider, B. (2004). Trust in schools: a core resource for improvement. New York: Russell Sage Foundation. Darling-Hammond, L. (2010). Recruiting and Retaining Teachers: Turning Around the Race to the Bottom in High-Need Schools. Journal of Curriculum and Instruction,4(1). doi:10.3776/joci.2010.v4n1p16-32 Determining the Future of ProComp. (n.d.). Retrieved July 24, 2017, from http://denverprocomp.dpsk12.org/ Darling-Hammond, L., Furger, R., Shields, P., & Sutcher, L. (2016). Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions Palo Alto: Learning Policy Institute. Goldring, R., Taie, S., & Riddles, M. (2014). Teacher Attrition and Mobility: Results From the 2012–13 Teacher Follow-up Survey (NCES 2014-077). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [07/24/2017] from http://nces.ed.gov/pubsearch. Grissom, Jason A. (2011). Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments. Teachers College Record 113(11): 2552-2585. Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal,38(3), 499-534. doi:10.3102/00028312038003499 Judge, T., Piccolo, R., Podsakoff, N., Shaw, J., & Rich, B. (2010). The relationship between pay and job satisfaction: A meta-analysis of the literature. Journal of Vocational Behavior,77, 157-167. doi:10.1016/j.jvb.2010.04.002 Kahneman, D., & Deaton, A. (2010). High income improves evaluation of life but not emotional well-being. Proceedings of the National Academy of Sciences,107(38), 16489-16493. doi:10.1073/pnas.1011492107 Kraft, M. A., Marinell, W. H., & Yee, D. S. (2016). School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence From Panel Data. American Educational Research Journal,53(5), 1411-1449. doi:10.3102/0002831216667478 Marsh, Julie A., Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein, Julia Koppich, Nidhi Kalra, Catherine DiMartino and Art (Xiao) Peng (2011). What New York City's Experiment with Schoolwide Performance Bonuses Tells Us About Pay for Performance. Santa Monica, CA: RAND Corporation. Retrieved [07/24/2017] from https://www.rand.org/pubs/research_briefs/RB9596.html. Milanowski, A. T., & Odden, A. R. (2007). A new approach to the cost of teacher turnover. School Finance Redesign Project Working Paper 13. National Commission on Teaching & America's Future. (n.d.). Retrieved July 24, 2017, from https://nctaf.org/ National Commission on Teaching & America’s Future. (2003). No dream denied: A pledge to America’s children. Washington, DC: Author. Nettles, E. (2011). How Do Principals Retain Teachers in Urban Secondary Schools in Central Alabama: A Grounded Theory Study(Unpublished doctoral dissertation). University of Alabama at Birmingham. Newark Public Schools. (2017). Newark Teachers Ratify New Four-Year Contract with Newark Public Schools, Solidifying Progressive Reforms [Press release]. Newark , NJ: Newark Public Schools: Author. Ronfeldt, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). How Teacher Turnover Harms Student Achievement. American Educational Research Journal,50(1), 4-36. doi:10.3386/w17176 TNTP (2014). Shortchanged The Hidden Costs of Lockstep Teacher Pay. Brooklyn: TNTP. United Teachers of Richmond. (2017). The case for building stability through salary: WCCUSD educator’s path to homeownership. Richmond, CA. Villar, A. (2004). Measuring the benefits and costs of mentor-based induction: A value-added assessment of new teacher effectiveness linked to student achievement. Santa Cruz, CA: New Teacher Center.

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This report was generated in collaboration with the United Teachers of Richmond and the West Contra Costa Unified School District.