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This research reports on the results of a 5-year study undertaken in the United States to better understand the reasons for novice science teacher retention in school districts and other local educational agencies that have demonstrably high rates of such retention. The primary question investigated in this study was, “In districts that have demonstrated comparatively more successful novice secondary science teacher retention, what are the factors that relate to such retention?” Analysis of state-level school staffing data between 2007-2018 from four U.S. states was used to identify districts with exemplary novice science teacher retention, and focus districts (n=13) were selected for qualitative site visits and case study construction. The proposed paper presents the findings of this cross-case analysis of the 13 cases. Our analysis, informed by the framework of teacher embeddedness, yielded 10 distinct categories of factors that influenced teacher retention across the case study districts, including support from departmental colleagues, school/district-level systems and culture of support, compensation, teacher autonomy and agency, specialness of place, and five other factors. Implications of specific aspects of the findings related to the retention of teachers of color and the role of mentoring and induction are discussed. 

The issue of science teacher retention, with specific emphasis on the problem of retaining novice science teachers has a unique presentation in the United States, where conditions of employment vary widely across the over 18,000 local education agencies, and teachers enter the classroom through an assorted array of pathways that may or may not include teacher preparation programs. The question investigated in this study is: Across different U.S. states, are there categorical differences between teachers who are identified as being retained (i.e. stayed with an employer at least 4 out of first 5 years) and those who were not? Using state-level staffing data sets in four U.S. states, this study presents a descriptive analysis of the differences between teachers who were retained and those who were not, both in terms of characteristics and contexts. Findings include large differences between states, but very few within states, including starting salary. Wisconsin had a far higher rate of teacher retention than other states in the study. There was a higher rate of retention in districts that had a science department size of between 25-50 people as compared with smaller or larger departments. 

This research reports on the results of a 5-year study undertaken in the United States to better understand the reasons for novice science teacher retention in school districts and other local educational agencies that have demonstrably high rates of such retention. The primary question investigated in this study was, “In districts that have demonstrated comparatively more successful novice science teacher retention, what are the factors that relate to such retention?” Two additional aims were to report on factors that were specific to schools or districts that were identified as “high-need” by the U.S. Department of Education. The second was to focus on the unique factors reported as relevant to the retention of novice science teachers of color. Analysis of state-level school staffing data between 2007-2018 from four U.S. states was used to identify districts with exemplary novice science teacher retention, and focus districts (n=13) were selected for qualitative site visits and case study construction. The proposed paper presents the findings of this cross-case analysis of the 13 cases. Our analysis, informed by the framework of teacher embeddedness, yielded 10 distinct categories of factors that influenced teacher retention across the case study districts: 1) support from departmental colleagues, 2) school/district-level systems and culture of support, 3) compensation, 4) teacher autonomy and agency, 5) specialness of place, 6) resources for teaching, 7) opportunity and agency for professional growth, 8) district and school-level race-consciousness, 9) affordances related to school size, and 10) personal satisfaction & rewards. Implications of specific aspects of the findings related to the retention of teachers of color and the role of mentoring and induction are discussed.