Ashley Anne Grant
Biographic Data
| ID | 4136773 |
|---|---|
| NAME | Ashley Anne Grant |
| GIVEN NAMES | Ashley Anne |
| FAMILY NAME | Grant |
| SIGNATURE | GRANT A A |
| AFFILIATIONS | John’s Hopkins University, Baltimore, MD, USA |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
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
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…
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
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
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…
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Capital Flight: Examining Teachers' Socioeconomic Status and Early Career Retention
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. W…
Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · School Choice and Performance (3 works) · Teacher Education and Leadership Studies (3 works) · Logistic regression (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Sociology (2 works) · Academic achievement (1 works)