Reducing the number of high-stakes tests may contribute to the retention of new teachers, but not necessarily those who have been teaching longer, according to a working paper from the National Center for Analysis of Longitudinal Data in Education Research (CALDER).
Dillon Fuchsman and colleagues used changes in testing practices in the US state of Georgia to consider what effect removing high-stakes testing for certain grades (year groups) had on teacher retention. Over the last four decades, Georgia has employed four different testing models which have included dropping all statewide achievement tests in some grades, excluding some subject areas from testing, and reducing the number of grades in which some subjects were tested. They looked specifically at teachers in grades 1 to 8 (Years 2 to 9).
Results showed that, overall, removing testing did not have an impact on how likely teachers were to leave the profession or change schools.
Source: Testing teacher turnover and the distribution of teachers across grades and schools (February 2020), National Center for Analysis of Longitudinal Data in Education Research, CALDER Working Paper No. 229-0220