This paper explains how District of Columbia Public Schools (DCPS) has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers. The report also shows that DPCS is missing some opportunities to make even more progress.

Other key findings include: 1) performance-based compensation is helping DCPS keep more top teachers; 2) many DCPS principals do not appear to be prioritizing top teacher retention; 3) many DCPS principals are struggling to create cultures and working conditions that motivate top teachers to stay; 4) irreplaceables appear less likely to teach in schools that need them most.

The report recommends that DCPS continue its current policy reforms -- especially its higher expectations for teachers -- while monitoring the distribution of top teachers across the district and doing more to help school leaders retain their best teachers.