A couple of thoughts. The recent reports of lower teacher turnover in North Carolina probably reflect a number of things:

1. Opportunities outside teaching have been poor, so a job in hand is worth a lot. Even if the economy is turning around in NC, we’re not there yet, and people may not be willing to gamble on the uncertainties of the future.

2. Teachers got their ABC’s bonuses this year, which probably offset some of the undeniable grumbling about the impossibility of federal standards, poor
AYP results, etc. In this, NC teachers can feel like they are in solidarity with teachers all over the U.S.–many, many, of whom think the NCLB law stinks. It does, but for different reasons than they generally cite.

3. With teacher requirements going up (in terms of formal hurdles–though still largely meaningless for quality), teachers may perceive that its better to stay in once you are in and “approved.” After all, pay still
progresses with things like credit hours, certifications, and degrees.
Existing teachers have already purchased membership in the current advancement system, so why blow it off?

4. The problem that the public schools cannot overcome is their inability to deal with students and teachers on a performance standard. There are just
no credible consequences for poor performance that matter within public schools, at least none that could be utilized on a widespread basis. If you can’t eject the undesirable and the non-performers, ultimately you cripple your quality efforts at the level of incompetence you are willing to accept.
This is another reason for established teachers to stay. If you are not grossly incompetent, you’re not going to get fired.

So teachers aren’t leaving. For academic achievement, that’s an ambiguous development at best.

Karen Palasek