The First-School Retention of Black and Latinx Community-Insiders and Elite College Graduates - Implications for the Recruitment, Selection, and Training of Urban Mathematics Teachers

Oct 15, 2026

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This quantitative study examines teacher preparation as an interactive system and tests whether individual preparation approaches yield different first-school retention outcomes across policy-relevant teacher subgroups. Using longitudinal data on mathematics teachers entering via the New York City Teaching Fellows (NYCTF) program, it compares retention among graduates of very selective colleges and Black and Latinx community-insiders. The analysis applies intersectionality theory with two-way interaction effects and finds significant links between NYCTF initial training and retention, with subgroup-specific benefits. Black and Latinx community-insiders show higher first-school retention than elite college graduates and other NYCTF mathematics teachers, informing recruitment and training strategies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Keywords

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 30 Number 111 August 2, 2022 ISSN 1068-2341 | | The First-School Retention of Black and Latinx Community-Insidersand Elite College Graduates: Implications for the Recruitment, Selection, and Training of Urban Mathematics Teachers1 Andrew Morgan Brantlinger University of Maryland United States & Ashley Anne Grant Johns Hopkins University United States Citation: Brantlinger, A. M., & Grant, A. A. (2022) . The first-school retention of Black and Latinx community-insiders and elite college graduates: Implications for the recruitment, selection, and training of urban mathematics teachers. Education Policy Analysis Archives, 30(111) . [https://doi.org/10.14507/epaa.30.7235](https://doi.org/10.14507/epaa.30.7235) Abstract: This quantitative study was designed to investigate teacher preparation as an interactive system and examine whether individual approaches to preparation are associated with differential retention benefits across different teacher subgroups. Drawing on longitudinal data on mathematics teachers who entered teaching through the New York City Teaching Fellows (NYCTF) program , the study focused specifically on the first-school retention of two policy-relevant teacher subgroups, namely, (1) the graduates of very selective colleges and (2) Black and Latinx community-insiders. Whereas the latter all attended city high schools, the former generally did not. In part because the 1 This research was supported by National Science Foundation (NSF) Grant \#1535251: Examining the Career Trajectories of Urban Math Teachers from a Selective Alternative Certification Program. field lacks a well-substantiated theory of the relationship between teacher initial preparation and their retention, we drew on intersectionality theory and incorporated two-way interaction effects in quantitative models of the teachers’ first-school retention. We found significant relationships between NYCTF’s initial training and the teachers’ retention and, further, that single approaches to initial training appeared to bestow different retention benefits to different teacher subgroups. We also found that the Black and Latinx community-insiders exhibited significantly higher rates of firstschool retention than the elite college graduates and, for that matter, other NYCTF mathematics teachers. This result has clear implications for teacher recruitment and training and, in particular, the promise of developing community-based mathematics teachers who resemble the students they teach. Keywords: teacher retention; teacher recruitment; minority teachers; community teachers; intersectional quantitative analysis La retención en la primera escuela de miembros de la comunidad negros y latinos y graduados universitarios de élite: Implicaciones para el reclutamiento, la selección y la capacitación de profesores urbanos de matemáticas Resumen: Este estudio cuantitativo fue diseñado para investigar la preparación docente como un sistema interactivo y, como parte de eso, examinar sí enfoques individuales de preparación tienen beneficios diferenciales de retención entre diferentes subgrupos de docentes. Basado en datos longitudinales sobre profesores de matemáticas que ingresaron a la docencia a través del programa New York City Teaching Fellows (NYCTF), el estudio se centró específicamente en la retención en la primera escuela de dos subgrupos de docentes relevantes para la políticas, a saber, (1) los graduados de universidades muy selectivas y (2) miembros de la comunidad negra y latina. Mientras que todos los últimos asistían a las escuelas preparatorias de la ciudad, los primeros generalmente no lo hacían. En parte porque el campo carece de una teoría bien fundamentada de la relación entre la preparación inicial de los docentes y su retención, recurrimos a la teoría de la inte

FAQs

What does the study investigate about teacher preparation and retention?

It examines teacher preparation as an interactive system and whether different individual preparation approaches are associated with different first-school retention benefits across teacher subgroups.

Which teacher subgroups are compared in the first-school retention analysis?

The study focuses on (1) graduates of very selective colleges and (2) Black and Latinx community-insiders, drawn from mathematics teachers who entered teaching through the NYCTF program.

What are the main findings about first-school retention differences?

The study finds significant relationships between NYCTF initial training and retention, with single training approaches benefiting different subgroups differently. Black and Latinx community-insiders have significantly higher first-school retention rates than elite college graduates and other NYCTF mathematics teachers.

Oct 15, 2026

Uploaded by acoobca