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Hard-to-Staff Centers: Exploring Center-Level Variation in the Persistence of Child Care Teacher Turnover

High rates of teacher turnover in child care settings have negative implications for young children’s learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level – specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years (n=575 centers). We document high and variable turnover rates across centers throughout the state: The annual mean turnover rate was 40%, and each year nearly one-third of centers experienced high turnover, that is, lost more than half of their teachers. About 27% of centers experienced high turnover for multiple years in our panel, while 44% of centers did not experience high turnover in any year. Our findings underscore concerns that sustained staffing challenges may hinder efforts to provide high-quality child care.

Keywords
teacher turnover, early childhood education, child care
Education level
Document Object Identifier (DOI)
10.26300/qre0-4661

EdWorkingPaper suggested citation:

Doromal, Justin B., Daphna Bassok, Laura Bellows, and Anna J. Markowitz. (). Hard-to-Staff Centers: Exploring Center-Level Variation in the Persistence of Child Care Teacher Turnover. (EdWorkingPaper: 21-474). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/qre0-4661

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