Dr. Ingersoll has published more than 100 articles, reports, chapters, and essays on topics such as teacher turnover, mobility, and attrition; math and science teacher shortages; teacher preparation and the problem of underqualified teachers; induction and mentoring for beginning teachers; the management and organization of schools; accountability and control in schools; changes in the demographic character of the teaching force; the status of teaching as a profession; and shortages of teachers from underrepresented racial-ethnic groups.
See below for selected publications by topic area. For more publications by Dr. Ingersoll, please visit his University of Pennsylvania Scholarly Commons or Google Scholar pages.
Teacher Supply, Demand, Shortages and Turnover
Teacher Turnover and Teacher Shortages: An Organizational Analysis
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.
Is the Supply of Mathematics and Science Teachers Sufficient?
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.
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
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?