Push or Pull: School-Level Factors That Influence Teacher Mobility in Turnaround SchoolsSamantha VianoauthorLam PhamauthorGary T. HenryauthorAdam KhoauthorRon Zimmerauthorturnaround schoolsteacher labor marketsteacher preferencesadaptive conjoint analysisK-12 EducationEducator labor marketsMarkets (vouchers, choice, for-profits, vendors)Methodology, measurement and data2019Annenberg Institute for School Reform at Brown UniversityRecruiting and retaining teachers can be challenging for many schools, especially in low-performing urban schools in which teachers turn over at higher rates. In this study, we examine three types of school-level attributes that may influence teachers’ decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics. Using adaptive conjoint analysis survey design with a sample of teachers from low-performing, urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development. In particular, teachers rated as effective are more likely to prefer performance-based pay than teachers rated ineffective. We validate our results using administrative data from Tennessee on teachers’ actual mobility patterns.engtextgrey literatureedworkingpapers.com10.26300/aknp-g506In Copyright