Grade-specific experience, grade reassignments, and teacher turnover

This study documents that teacher turnover is strongly related to the pattern of grades that a teacher is asked to teach. Elementary teachers in North Carolina that teach the same grade in their first two years are approximately 20% more likely to stay than teachers who teach two different grades in their first two years of teaching. More generally, within total experience categories, teachers with the fewest years of grade-specific experience have the highest probability of turnover. We argue that this pattern is driven both by the disruption caused by grade reassignment and by the fact that teachers with stable grade assignments have effectively smaller workloads since they can reuse lesson plans and, more generally, apply grade-specific skills.