coe-staff: Dr. Constance Lindsay -- Invited Colloquium

[Lisa Fortin]

College of Education Dean’s Invited Colloquium






The Effects of Principal-Teacher Demographic Matching on Teacher Turnover in North Carolina


Dr. Constance A. Lindsay
October 25, 2019







Colloquium
When: October 25, 2019, 2:30-4:00 p.m.
Where: HEDCO 220, College of Education


Student Seminar
When: October 25, 2019, 10:00-11:00 a.m.
Where: HEDCO 230T, College of Education







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Abstract: A growing awareness of the influential role that teachers of color play for minority students has sparked interest in the efficacy of various strategies to improve the recruitment and retention of minority teachers. Given the already low representation of teachers of color in schools serving large proportions of black and Latino students, understanding the correlates of teacher attrition is key to developing supportive education policies to minimize teacher departure in those schools serving at-risk populations. This study uses a linear probability model with school fixed effects to investigate the role of principal-teacher demographic matching in the likelihood of teacher turnover decisions. We find evidence that being race-matched with a principal leads to lower rates of teacher turnover. Impacts are larger for teachers of color, compared to white teachers. We do not find a relationship between being gender-matched with a school leader and whether a teacher changes jobs over this time period. Furthermore, we report insignificant findings associated with a gender match. Policy implications are discussed.













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Dr. Constance A. Lindsay is an Assistant Professor of Education Leadership at UNC Chapel Hill. Lindsay earned a doctorate in human development and social policy from Northwestern University, where she was an Institute of Education Sciences’ predoctoral fellow. Since leaving Northwestern, Lindsay has worked in education policy in various contexts, applying her research training in traditional studies and in creating and evaluating new systems and policies regarding teachers, and using large administrative datasets. Lindsay’s areas of expertise include teacher quality and diversity, analyzing and closing racial achievement gaps, and adolescent development. Her work has been published in such journals as Educational Evaluation and Policy Analysis and Social Science Research. Lindsay received a bachelor’s degree in economics from Duke University and master’s degree in public policy from Georgetown University. Before doctoral study at Northwestern, she was a Presidential Management Fellow at the US Department of Education.






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