This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.

本简报使用路易斯安那州所有公共资助的，以中心为基础的幼儿计划（包括补贴的儿童保育，启蒙计划和幼儿园前教育）的数据，对幼儿教师的离职率进行了系统的研究。它为离职率的流行提供了新的证据，并探讨了离校教师与留校教师与孩子互动质量的广泛使用方法是否不同。结果表明，超过三分之一的教师从一年到下一年退出课程，而绝大多数离开的教师在第二年没有在另一课程中任教。从事儿童保育工作的老师和年幼的孩子的离职率更高。与留下的老师相比，离开的老师在互动质量上的评价较低。