The progression and retention of Teach First teachers. An analysis of the 2011 to 2017 Teach First cohorts

Attrition and turnover, Disadvantage and inequality, Early career, Initial teacher training and education, Reports, Retention

This resource is hosted on an external website. The TSA is not responsible for its content.

The progression and retention of Teach First teachers. An analysis of the 2011 to 2017 Teach First cohorts

Date: 2023

Author/s: McLean, D. and Worth, J

Keywords: Teach First; disadvantaged schools; early career retention

Summary:

This NFER evaluation compares progression and retention of Teach First teachers with similar teachers trained through other ITT routes. Key findings show Teach First teachers are significantly less likely to remain in teaching after their NQT [Newly Qualified Teacher] year than other PGCE teachers (gap narrowed from 23 percentage points for 2012/13 cohort to 14 percentage points for 2017/18 cohort), yet those who remain are more likely to work in disadvantaged schools and significantly more likely to move to disadvantaged schools rated Good or Outstanding by Ofsted.

Reference: McLean, D. and Worth, J. (2023). The progression and retention of Teach First teachers. An analysis of the 2011 to 2017 Teach First cohorts. Slough: NFER

Have you noticed something that you think is incorrect, incomplete or missing? Our editorial team regularly refines and makes additions to the curated evidence summaries on our website. Use the “Share your evidence” form on our home page to contact us.