Neoliberal multiculturalism is a global racialization process that works as a unifying discourse for the rationalization of neoliberal policies within U.S. global ascendancy and capitalist development. Invoking state multiculturalism, e.g. 'diversity' or 'equity', neoliberal multiculturalism is officially antiracist. Official antiracism portrays multiculturalism as being at its core while limiting discussions of race and racism to sanctioned racial discourses. Using neoliberal multiculturalism as a framework, this paper presents a critical analysis of the racial ideology presented in TNTP's founding teacher training curriculum designed specifically for its Teaching Fellows. The analysis demonstrates how official antiracism can function in curriculum designed to train fast-tracked selective alternative route program teachers to teach predominantly Black, Latino, and immigrant students in lower-income neighborhood public schools.

This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. We find teacher SES to be significantly related to retention at five years, and this is independent of teacher race. Practically, the study suggests that incorporating teacher SES into teacher recruitment and selection efforts, as has been done with teacher race, might be a valuable next step for schools and districts in which teacher retention has been a long-standing, serious issue.

Community teachers, particularly those who are Black and Latinx, are assumed to improve retention and outcomes depending on retention in schools that serve low-income Black and Latinx students. Based on a critical quantitative analysis of data collected on the career trajectories and retention of hundreds of alternatively certified mathematics teachers, the study shows that community insiders exhibit significantly higher rates of retention in district schools than community outsiders and, in particular, those from elite colleges. Utilizing quantitative critical theory methodology, the study helps to move the field beyond race-neutral analyses of teachers’ retention and careers. © 2023 AERA.

Many researchers and policymakers assume a strong, direct relationship between teachers' self-reported intentions to stay and their observed retention. This study critically reviews 24 studies on teachers' turnover intentions, illustrating the range of ways this construct has been conceptualized and measured as a proxy for actual retention. Second, analyzing survey and nine-years of retention data from 620 mathematics teachers, this study finds that the relationship between intended and observed retention is weak, regardless of specification or measure. Turnover intentions may still be a valuable construct but may be more related to psychological commitment than actual retention.(c) 2023 Published by Elsevier Ltd.

Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher's local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To understand the extent to which individual preparation approaches might distribute different retention benefits to different teacher subgroups, the study examined teacher preparation as an interactive system. Drawing on administrative data from New York City Public Schools and project survey data, the study used logistic regression to model the 3-, 5-, and 8-year retention of 617 secondary mathematics teachers who entered teaching through a high-profile alternative teacher-certification program. Findings: Community insiders-defined in this study as the graduates of New York City high schools-had markedly and significantly estimated higher odds of district retention than that of community outsiders at all three points in time. Black community insiders who entered teaching with prior career experience were shown to have particularly high odds of retention in the district. Implications: The results indicate that the recruitment and development of community-based teachers, and particularly those who are Black career changers, promise to improve retention in district schools. They also support the thesis that retention and other program-level outcomes are the product of interactions between certain types of teachers working in particular (e.g., highly racially segregated) schools and the initial training they receive in teacher-certification programs.

This study examines the relationship between alternatively certified mathematics teachers' stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of cohort members as well as demographic information about the teachers and sites of employment in New York City (NYC) public schools. Drawing on retention and survey data, we found that, of the four reasons for entry factors, two were predictive of NYCTF mathematics teacher retention (i.e., job benefits and alternative certification) and two were not (i.e., altruism and meaningful job). Given the cost associated with recruiting and training alternatively certified teachers, information to improve the initial selection process and increase the rate of retention makes financial sense for districts that employ alternatively certified teachers.

Critical incidents are particular events that teachers report as important to their career decisions. This mixed methods study uses critical incidents to analyze how structural factors and teacher agency relate to mathematics teacher retention at the district level. The quantitative analysis of demographic, service history, and survey data identifies structural factors associated with retention. The subsequent, two-part qualitative analysis of teachers' self-reported critical incidents provides insights into the value these teachers place on student relationships, the job of teaching, and professional support. Given their power to explain teachers' retention outcomes, critical incidents merit serious attention by researchers and policymakers alike. (c) 2021 Elsevier Ltd. All rights reserved.

Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed in many low-income, high-minority schools and whether this is due more to school demographics or poor working conditions. Purpose: This article examines New York City Teaching Fellows (NYCTF) teachers' risk of leaving their first school in their first 9 years. It both describes the patterns in leaving and examines how school demographics and school climate predict these leaving patterns. Participants: The study follows 608 teachers: two cohorts of secondary mathematics NYCTF teachers who entered the classroom in New York City in 2006 or 2007. Research Design: This is a quantitative study of survey and retention data that were collected as part of a longitudinal research project on NYCTF mathematics teachers. Data Analysis: We use an event history analysis (including a life table and hazard function graphs) to describe patterns in teachers' timing of leaving their first school. We also use a discrete time hazard model to estimate the relative relationships between the predictors of interest (school demographics and school climate) and teacher turnover. Results: The findings from this study provide evidence against the general hypothesis in the field that teachers leave their first schools at the highest rate during their first 1 to 3 years. Second, we also found that the turnover of alternatively certified teachers who began in low-income, high-minority urban schools was driven by both student demographics and school climate conditions, including teacher collegiality and student behavior. Third, we found evidence to support our hypothesis that teachers' individual perceptions of their school environment are stronger drivers of their turnover compared with the perceptions of their colleagues. Conclusion: The results from this study add to our understanding about the timing of teacher turnover among secondary mathematics NYCTF teachers, illustrating that teacher turnover may remain higher later in beginning teachers' careers than currently assumed. This suggests that teachers in Years 3 to 5 in their careers may be good targets for supports. Our findings support the theory that improving school climate can help retain teachers but also provide a cautionary tale for a complete focus on school climate; stemming teacher turnover may require addressing larger economic forces (e.g., the global trend toward temporary work) and more insidious social forces, such as structural racism and inequality.

This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF's program for secondary mathematics. The analysis draws on longitudinal data from 620 secondary mathematics teachers who began NYCTF in the prior decade. While the results point to potential improvements, it provides evidence that selective programs like NYCTF serve to maintain important gaps in teacher quality that they were designed to address.

This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program, the study focused specifically on the first-school retention of two policy-relevant teacher subgroups, namely, (1) the graduates of very selective colleges and (2) Black and Latinx community-insiders. Whereas the latter all attended city high schools, the former generally did not. In part because the field lacks a well-substantiated theory of the relationship between teacher initial preparation and their retention, we drew on intersectionality theory and incorporated two-way interaction effects in quantitative models of the teachers' first-school retention. We found significant relationships between NYCTF's initial training and the teachers' retention and, further, that single approaches to initial training appeared to bestow different retention benefits to different teacher subgroups. We also found that the Black and Latinx community-insiders exhibited significantly higher rates of firstschool retention than the elite college graduates and, for that matter, other NYCTF mathematics teachers. This result has clear implications for teacher recruitment and training and, in particular, the promise of developing community-based mathematics teachers who resemble the students they teach.