Analyses of the Factors Influencing How Long Math and       Science Teachers Stay in Teaching
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This research will analyze the factors that influence how long math and         science teachers stay in teaching.  These factors include personal              demographic characteristics, subject area specializations, salaries, and        school district characteristics.  The investigators will use                    methodologies, known as waiting time models, that have not been used            previously in studying teachers' career paths.  They will apply these           powerful methodologies to three longitudinal data sets, from rich data          on individual teachers in Colorado, Michigan, and North Carolina.                                                                                               The research will emphasize comparisons between math and science                teachers and other teachers, between teachers trained to teach                  particular sciences, between time periods (early 1970's versus early            1980's), and between regions of the country.                                                                                                                    The results should be valuable for two reasons.  First, they will inform        policy discussions about how to increase the attractiveness of the              teaching profession to college graduates with math and science training.        Second, they should provide information useful in improving the teacher         demand and supply models used to predict teacher shortages and                  surpluses.
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