Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High-Cost Urban District

Resource Type
Dataset : administrative records data, survey data
  • Dizon-Ross, Elise (Stanford University)
  • Loeb, Susanna (Brown University)
  • Penner, Emily (University of California-Irvine. School of Education)
  • Rochmes, Jane (Chistopher Newport University)
Publication Date
Free Keywords
teacher labor markets; urban education; economic anxiety
  • Abstract

    Despite growing concern over teachers’ ability to live comfortably where they work, we know little about the systematic relationship between affordability and teachers’ well-being, particularly in high-cost urban areas. We use novel survey data from San Francisco Unified School District to identify the patterns and prevalence of economic anxiety among teachers and assess how this anxiety predicts teachers’ attitudes, behaviors, and turnover. We find that San Francisco teachers have far higher levels of economic anxiety on average than a national sample of employed adults, and that younger teachers are particularly financially anxious. Furthermore, such anxiety predicts measures of job performance and teacher retention— economically anxious teachers tend to have more negative attitudes about their jobs, have worse attendance, and are 50% more likely to depart the district within 2 years after the survey.
  • Technical Information

    Response Rates: The response rate for our survey of traditional public school teachers in San Francisco Unified School District was 69%.
Temporal Coverage
  • 2016-01-01 / 2018-12-31
    Time Period: Fri Jan 01 00:00:00 EST 2016--Mon Dec 31 00:00:00 EST 2018 (Spring 2016 through Spring 2018)
Geographic Coverage
  • San Francisco, CA
Sampled Universe
Classroom teachers.
  • Is cited by
    DOI: 10.1177/2332858419879439 (Text)
  • Dizon-Ross, Elise, Susanna Loeb, Emily Penner, and Jane Rochmes. “Stress in Boom Times: Understanding Teachers’ Economic Anxiety in a High-Cost Urban District.” AERA Open 5, no. 4 (October 2019): 233285841987943.
    • ID: 10.1177/2332858419879439 (DOI)

Update Metadata: 2020-05-23 | Issue Number: 1 | Registration Date: 2020-05-23