Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year¶

Claim · All claims
Evidence · 2 studies · 2 causal r? · q3
Currency · newest study 2009 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Intensive mentoring and professional development for beginning teachers produced no statistically significant improvements in classroom practices during the first year of teaching. → Steven Glazerman 2008

q3 i? The induction programs generated no significant improvements in classroom practices during the first year of teaching. → Steven Glazerman 2009

Evidence¶

Steven Glazerman 2008¶

Steven Glazerman, Sarah Dolfin, Martha Bleeker, Amy Johnson, Eric Isenberg, Julieta Lugo-Gil, Mary Grider, Edward Britton. (2008). Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/impacts-of-comprehensive-teacher-induction-results-from-the-first-year-of-a-randomized-controlled-study

q3 · i? · causal · r?

First-year results from a large-scale randomized controlled study of two comprehensive teacher induction programs; the report found "any significant improvements in classroom practices" were absent in the first year. No effect size is printed on this page.

"Intensive mentoring and professional development for teachers just entering the profession did not increase teacher retention or generate any significant improvements in classroom practices or student achievement during the first year of teaching."

Steven Glazerman 2009¶

Steven Glazerman, Sarah Dolfin, Martha Bleeker, Amy Johnson, Eric Isenberg, Julieta Lugo-Gil, Mary Grider, Edward Britton. (2009). Comprehensive Teacher Induction: Year 1 Impact Findings from an RCT. Washington, DC: Annual Institute of Education Sciences Research Conference. https://www.mathematica.org/publications/comprehensive-teacher-induction-year-1-impact-findings-from-an-rct

q3 · i? · causal · r?

Year 1 impacts from the randomized controlled study of two comprehensive teacher induction programs report no significant improvements in classroom practices. No effect size or test statistic is printed on the page.

"Intensive mentoring and professional development for teachers just entering the profession did not increase teacher retention or generate any significant improvements in classroom practices or student achievement during the first year of teaching."

Discussion¶

Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it
Comprehensive teacher induction generated no significant improvements in student achievement in the first year — related
Comprehensive teacher induction did not increase teacher retention during novice teachers' first year — related
Working conditions shape educator retention and also influence recruitment decisions and the effectiveness of collaborative evaluation and induction — related
Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes — a broader claim this one bears on
Comprehensive teacher induction showed no impacts on outcomes other than student achievement — a broader claim this one bears on
Comprehensive teacher induction produced no measurable improvements whether delivered as a one-year or two-year program — related
Two years of comprehensive teacher induction can boost student achievement compared with business-as-usual induction — related
Early Reading First improved instructional content and practices in preschool classrooms — reports the opposite
Combining intensive mentoring with other supports is associated with the largest retention-plan gaps: 48 percentage points for elementary and 55 for high school novices — related
Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — related
Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teachers — related
Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related

Page metadata

Field	Value
`type`	`claim`
`id`	`comprehensive-induction-no-classroom-practice-gains-first-year`
`aliases`	`teacher-induction-no-classroom-practice-gains-year-1`
`title`	`Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year`
`description`	`Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2009`
`source_checked`	`2026-10-19`
`generated`	by `process:wiki-ingest` on `2026-10-08`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `steven-glazerman-2008`, `steven-glazerman-2009`

Frontmatter is the page's machine-readable record — see the Schema & Guide.