Published in the spring 2023 issue of the Educational Administration Quarterly, this 35-page
research article presents a study of teacher turnover and teacher shortages in rural schools and
how these compare to urban and suburban schools.

Published in April 2025 in Educational Leadership magazine, this five-page article summarizes the results of the extensive study of the Next Education Workforce initiative titled, "Team-Based Staffing, Teacher Authority, and Teacher Turnover" (See below).
.

Published in 2025 by the Center for Reinventing Public Education, this 30-page research report evaluates a new team-teaching model for elementary and secondary schools, called the Next Education Workforce, created at Arizona State University. The study finds that teachers on teams have significantly better retention than other teachers and this is especially true when those teachers are also allowed significant decision-making authority in shaping and implementing the model.

Published in the Fall 2001 issue of the American Educational Research Journal, this 35-page research article presents the study that first uncovered and documented the role of teacher turnover in teacher shortages and then documented the role of school conditions in teacher turnover.

Published in the March 2011 issue of Phi Delta Kappan, this is a brief 4-page summary of the two research articles, next below, on the supply and turnover of math and science teachers.

Published in the September, 2010 issue of the American Educational Research Journal, this 32-page research article empirically reexamines the issue of mathematics and science teacher shortages and evaluates the extent to which there is a supply-side deficit — a shortage — of new teachers in these fields, as is widely believed. This study analyzes national data on: the extent to which schools suffer from math and science teacher hiring difficulties; the main supply sources of new teacher hires for mathematics and science; whether the new supply of math and science teachers has kept pace with math and science student enrollments and with teacher retirements; and the portion of the new supply of qualified math and science teachers that is willing to teach.

Published in the December, 2012 issue of Education Evaluation and Policy Analysis, this 30-page research article examines the mobility and attrition of mathematics and science teachers over several decades. Annually how many teachers move to other schools and how many leave teaching? How does their turnover compare to other teachers? Has it changed over time? How much of it is concentrated in particular types of schools? What are the destinations of those leaving? Are math and science teachers leaving for jobs in industry? Which particular aspects and conditions of schools and of teachers’ jobs are most tied to their turnover?

Published in July 2014 by the Consortium for Policy Research in Education, this 35-page research report presents a study of the types, amounts, and modes of pre-service education and preparation new teachers receive and whether these affect their attrition. It uses national data and focuses in particular on new mathematics and science teachers. The data show that some aspects of the education and preparation that beginning teachers receive are significantly associated with their attrition, while others are not. Interestingly, the type of college, type of degree, entry route, or type of teaching certificate matter little. What matters most are the substance and content of new teachers' pedagogical preparation. Those with more training in teaching methods and pedagogy—especially practice teaching, observation of others’ classroom teaching, and feedback on their own teaching—are far less likely to leave teaching.

Published in the March 1999 issue of Educational Researcher, this is a slightly longer 12-page article summarizing Dr. Ingersoll's research on the how much, so what, who, where and why of out-of-field teaching.

Published in the 2004 issue of Brookings Papers on Education Policy, this 30-page research paper uses advanced statistical analysis to examine which characteristics of school districts and schools are related to the extent of out-of-field teaching in schools.

Published in a 2008 volume (edited by Rick Hess) on how scholarship influences policy, this 20-page chapter offers a cautionary account of Dr. Ingersoll’s personal experiences doing research on the teacher quality problem. The essay summarizes his research on the problem of underqualified teachers and describes how his data and findings have been used and misused by a variety of groups to buttress their competing claims in the contentious teacher quality debate in recent years.

Published in Teacher Preparation Initiatives: Hearing Before the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress. This is a summary of the problem of out-of-field teaching, with federal policy recommendations presented by Dr. Ingersoll at the Congressional Hearings on Teacher Policy held in February 1998.