Special Education Teacher Retention
Overview
Special education teacher shortage is a problem to be critically examined across the nation and specifically, for the purpose of this study, within the state of Iowa. While there are several factors that may contribute to this shortage, this study will examine data on retention and recruitment rates of special education teachers. Through the examination of these data it will be determined if retention and recruitment patterns contribute to the shortage of special education teachers. Following this initial examination, recruitment and retention rates will be considered within the context of district type (urban vs. rural). The purpose of this study therefore, is two-fold: first, this study’s efforts are in determining the extent to which retention and recruitment patterns contribute to the special education teacher shortage by calculating the number of special education teachers who stay, leave, transfer and begin work within the profession each year; and second, this study’s efforts are in determining these same numbers but at a district level. Therefore the number of stayers, leavers, transfers and new special education teachers will be determine for each of the five district size categories.
Participants
The Basic Education Data Survey (BEDS) will be used to conduct data analysis and data organization in this study. These data consist of information regarding individual teachers’ names, schools, districts, folder numbers, demographics, positions held and assignments held. These data cover the school years from 1999-2000 to 2003-2004. Additional years beginning with the 2004-2005 school year will be added as data is collected. When using the BEDS, the teachers of particular interest for this study are all special education teachers in Iowa serving PK-12 grades, including those employed by accredited LEAs, AEAs, hospitals, residential facilities, and penal and/or juvenile justice institutions. Those not included are licensed early childhood teachers employed by private or local not-for-profit preschools not affiliated with the local public school district.
