Who Comes Back? A Longitudinal Analysis of the Reentry Behavior of Exiting Teachers

Jason A. Grissom () and Michelle Reininger ()
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Jason A. Grissom: Peabody College, Vanderbilt University
Michelle Reininger: Center for Education Policy Analysis, Stanford University

Education Finance and Policy, 2012, vol. 7, issue 4, 425-454

Abstract: While a large literature examines the factors that lead teachers to leave teaching, few studies have examined what factors affect teachers’ decisions to reenter the profession. Drawing on research on the role of family characteristics in predicting teacher work behavior, we examine predictors of reentry. We employ survival analysis of time to reentry for exiting teachers using longitudinal data from the 1979 National Longitudinal Surveys of Youth. We find that younger, better paid, and more experienced teachers are more likely to reenter. We also find that women are more likely to return to teaching than men. Child rearing plays an important role in this difference. Women are less likely to reenter with young children at home. We conclude that reentrants may be an important source of teacher labor supply and that policies focused on the needs of teachers with young children may be effective ways for districts to attract returning teachers. © 2012 Association for Education Finance and Policy

Keywords: schools; education; teacher reentry; teacher behavior (search for similar items in EconPapers)
JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2012
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Citations: View citations in EconPapers (13)

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