International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2019, Vol. 14(2) 76-87

Recruiting for school improvement: the relationship between teacher-centric school quality factors and school improvement designations in Kentucky

Matthew Courtney

pp. 76 - 87   |  DOI:   |  Manu. Number: MANU-1903-11-0003

Published online: June 27, 2019  |   Number of Views: 156  |  Number of Download: 813


In 2018, Kentucky began the implementation of a new school accountability system. Like other states across the nation, Kentucky’s new system was designed to bring state policy into alignment with federal changes brought about by the Every Student Succeeds Act (ESSA) of 2015. In addition to the creation of new school improvement labels, Kentucky’s system also reports on a variety of teacher-centric school quality factors. A statistical analysis was conducted to determine if a relationship exists between these school quality factors and the school’s improvement designation. The study found that schools identified as needing the greatest improvement (Comprehensive Support and Improvement [CSI]) are statistically more likely to have higher teacher turnover rates, higher percentages of new teachers, and employ teachers with lower rates of advanced education in the year prior to identification than their counterparts with either the Targeted Support and Improvement (TSI) or Other designations. These findings should inform future policy making and elevate teacher recruitment and retention as a school improvement priority.

Keywords: school improvement, teacher recruitment, teacher retention

How to Cite this Article?

APA 6th edition
Courtney, M. (2019). Recruiting for school improvement: the relationship between teacher-centric school quality factors and school improvement designations in Kentucky . Educational Policy Analysis and Strategic Research, 14(2), 76-87. doi: 10.29329/epasr.2019.201.4

Courtney, M. (2019). Recruiting for school improvement: the relationship between teacher-centric school quality factors and school improvement designations in Kentucky . Educational Policy Analysis and Strategic Research, 14(2), pp. 76-87.

Chicago 16th edition
Courtney, Matthew (2019). "Recruiting for school improvement: the relationship between teacher-centric school quality factors and school improvement designations in Kentucky ". Educational Policy Analysis and Strategic Research 14 (2):76-87. doi:10.29329/epasr.2019.201.4.

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