Since the COVID-19 pandemic, the public K-12 education system has faced significantly high teacher turnover and poor retention rates. Teachers have faced increasing pressure to achieve academic success while challenged with growing class sizes, reduced funding, and learning loss from the pandemic. This problem has been incredibly difficult to correct, and public school districts across the country have not been able to address it cost effectively.

In their paper, “Stopping the Revolving Door: An Empirical and Textual Study of Crowdfunding and Teacher Turnover,” Professors Samantha Keppler, Jun Li, and Andrew Wu conducted a study of data from the largest teacher crowdfunding site, DonorsChoose, to study the effect of crowdfunded projects on teacher retention. The team found that teachers are less likely to leave their schools and the state public school system when their projects are funded. Assessing teachers’ project request essays, they identified that teachers who received funding for unique projects or requested resources to improve their classroom environment had higher retention rates.

Their paper is the first to identify the effect of crowdfunding on teacher retention. It provides initial, strong evidence that the effect is positive, showing that teachers funded on DonorsChoose are 1.6 percentage points (pp) less likely to leave their schools and 1.9 pp less likely to leave the teaching profession — a 14% and 41% reduction versus baseline turnover and attrition rates, respectively.

Due to the demonstrated impact of teacher-driven crowdfunded projects, DonorsChoose has partnered with eight states to spend COVID-19 education relief funding on teacher crowdfunding projects. To date, these partnerships have funded over $100 million of teacher projects from over 100,000 teachers, impacting over 10 million students.