Annika Hernandez, Robert Pondiscio:
Why Teachers Leave Traditional District Schools
Reynolds is not alone. In interviews we conducted with a dozen teachers who decamped from district to classical schools, a striking pattern emerged: The conditions that drove Reynolds out are not idiosyncratic but common.
These teachers’ stories also align with national data showing a sustained collapse in professional satisfaction. In 2024, a Pew Research Center surveyfound that a third of teachers described themselves as “extremely or very” satisfied with their work, compared with more than half of U.S. workers overall. More ominously, less than half said they would recommend the profession to a young person starting his or her career. In a five-decade review of teaching prestige, preparation, and morale, Brown University economist Matthew Kraft and political scientist Melissa Lyon of SUNY Albany found that interest in teaching among high school seniors and college freshmen has fallen by nearly half since the 1990s, and teacher satisfaction has declined 26 percent in just the last decade. Kraft and Lyon concluded that “the current state of the teaching profession is at or near its lowest levels in 50 years.”
While it is common to hear laments about teacher pay, hours, or burnout, the teachers we interviewed don’t fit these familiar narratives. They spoke of a slow erosion of purpose, the sense that their craft was being hollowed out by incoherent curricula, ineffective instructional orthodoxies, politicization, and ever-shifting priorities and pedagogical fads.
Teachers who once imagined themselves as stewards of literature, history, science, and mathematics described feeling instead like troubleshooters, counselors, compliance officers, or test-prep technicians. Many still loved children—fiercely—but increasingly questioned whether their schools still loved learning.