Exploring Michigan School-Based Agricultural Educator Retention Since 1917

Aaron J. McKim; Jessica M. Toombs; Catlin M. Goodwin

doi:10.5032/jae.v67i3.3379

Authors

Aaron J. McKim Michigan State University https://orcid.org/0000-0002-0600-3611
Jessica M. Toombs Michigan State University https://orcid.org/0000-0002-6451-0056
Catlin M. Goodwin University of Arkansas https://orcid.org/0000-0003-0312-8504

DOI:

https://doi.org/10.5032/jae.v67i3.3379

Keywords:

historical teacher trends, teacher attrition, teacher movement, teacher shortage, teacher supply and demand

Abstract

Teacher retention is an ongoing challenge across disciplines, including School-Based Agricultural Education (SBAE). The current study sought to better understand teacher retention via historical quantitative research exploring a database of Michigan SBAE teachers dating back to 1917. Findings indicate the average length of a continuous teaching stretch (i.e., teaching SBAE without leaving the career) was 6.89 years. Teachers who started a continuous teaching stretch between 2000 and 2009 averaged the longest stretch, 10.37 years. Teachers who started a continuous teaching stretch between 2010 and 2019 included the highest proportion who taught for more than five years (i.e., 53.72%). Teacher movement during continuous teaching stretches was also investigated, with results indicating 32.73% of SBAE teachers in Michigan moved schools during a continuous teaching stretch. Teachers who started a continuous teaching stretch between 1930 and 1939 were the most likely to move during a continuous teaching stretch (i.e., 60.36%). Additionally, teachers leaving the profession and returning was evaluated. Findings indicate 18.82% of SBAE teachers in Michigan who ended a continuous teaching stretch returned to the profession, averaging 4.69 years away from the profession. Findings are discussed using existing scholarship alongside the Teacher Retention Model.

Downloads

Download data is not yet available.

References

Alliance for Excellent Education (2014). On the path to equity: Improving the effectiveness of beginning teachers. https://all4ed.org/publication/path-to-equity/

Anderson, M. (2007). Quantitative history. In W. Outhwaite & S. P. Turner (Eds.), The Sage handbook of social science methodology (pp. 246-263). Sage Publications. https://doi.org/10.4135/9781848607958.n14

Briskin, M. (2025). Teacher support and long-run student outcomes: Evidence from World War II. https://mbbriskin.github.io/files/Briskin_WWII_teachers.pdf

Bundy, C. E. (1968). Issues in teacher education. Journal of the American Association of Teacher Educators in Agriculture, 9(1), 6-8. https://doi.org/10.5032/jaatea.1968.01006

Chapman, D. W. (1983). A model of the influences on teacher retention. Journal of Teacher Education, 34(5), 43-49. https://doi.org/10.1177/002248718303400512

Chapman, D. W. (1984). Teacher retention: The test of a model. American Education Research Journal, 21(3), 645-658. https://doi.org/10.2307/1162922

Crutchfield, N., Ritz, R., & Burris, S. (2013). Why agricultural educators remain in the classroom. Journal of Agricultural Education, 54(2), 1-14. https://doi.org/10.5032/jae.2013.02001

Eck, C. J., & Edwards, M. C. (2019). Teacher shortage in school-based, agricultural education (SBAE): A historical review. Journal of Agricultural Education, 60(4), 223-239. https://doi.org/10.5032/jae.2019.04223

Goldhaber, D. & Theobald, R. (2022). Teacher attrition and mobility over time. Educational Researcher, 51(3), 235-237. https://doi.org/10.3102/0013189X211060840

Governor Gretchen Whitmer. (2023, July 26). Gov Whitmer signs legislation to recruit and retain educators [Press release]. https://www.michigan.gov/whitmer/news/press-releases/2023/07/26/whitmer-signs-legislation-to-recruit-and-retain-educators

Hillison, J. (1987). Agricultural teacher education preceding the Smith-Hughes Act. Journal of Agricultural Education, 28(2), 8-17. https://doi.org/10.5032/jaatea.1987.02008

Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: The transformation of the teaching force, updated April 2014. CPRE Report (#RR-80). Consortium for Policy Research in Education, University of Pennsylvania.

Koerber, N., Marquez-Mendez, M., Mensah, A., Fasching-Varner, K., & Schrader, P. G. (2023). Sustaining teacher needs: A systematic narrative review exploring teacher retention, attrition, and motivation. Literature Reviews in Education and Human Sciences, 2(2), 1-20. https://www.etamu.edu/wp-content/uploads/2023/08/Sustaining-Teacher-Needs-Tagged.pdf

Moser, E. M., & McKim, A. J. (2020). Teacher retention: A relational perspective. Journal of Agricultural Education, 61(2), 263-175. https://doi.org/10.5032/jae.2020.02263

National Association of Agricultural Educators (2026). State teach ag results (STAR) program overview. https://www.naae.org/teach-ag/state-teach-ag-results-program/program-overview/

National FFA Organization (2026). FFA statistics. https://www.ffa.org/statistics/

Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover. (Unpublished doctoral dissertation, University of Pennsylvania). https://www.proquest.com/docview/1444146830?sourcetype=Dissertations%20&%20Theses

Queen, T. P., Bird, T. D., & Rubenstein, E. D. (2025). Factors influencing school-based agricultural educator retention and attrition rates. Journal of Agricultural Education, 66(2), Article 14. https://doi.org/10.5032/jae.v66i2.2929

Smith, A. R., Spiess, M, Foster, D. D., & Lawver, R. G. (2025). National agricultural education supply and demand study, 2024 Executive Summary. https://nsd.aaaeonline.org

Solomonson, J. K., Thieman, E. B., Korte, D. S., & Retallick, M. S. (2019). Why do they leave and where do they go? A qualitative study of Illinois school-based agriculture teachers who left the profession. Journal of Agricultural Education, 60(4), 115-131. https://doi.org/10.5032/jae.2019.04115

Sorensen, T. J., & McKim, A. J. (2014). Perceived work-life balance ability, job satisfaction, and professional commitment among agriculture teachers. Journal of Agricultural Education, 55(4), 116-132. https://doi.org/10.5032/jae.2014.04116

Traini, H. Q., Claflin, K., Stewart, J., & Velez, J. J. (2019). Success, balance, but never both: Exploring reified forms of success in school-based agricultural education. Journal of Agricultural Education, 60(4), 240-254. https://doi.org/10.5032/jae.2019.04240

Traini, H. Q., Stewart, J., & Velez, J. J. (2021). Navigating the social landscape of school-based agricultural education: A hermeneutic phenomenology. Journal of Agricultural Education, 62(1), 61-76. https://doi.org/10.5032/jae.2021.01061