Comprehensive teacher induction did not increase teacher retention during the first year of teaching¶

Claim · All claims
Evidence · 2 studies · 2 causal r? · q3
Currency · newest study 2009 · checked against its sources 2026-10-20 (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? In a large-scale randomized controlled study, intensive mentoring and professional development for beginning teachers did not increase teacher retention in the first year of teaching. → Steven Glazerman 2008

q3 i? Intensive mentoring and professional development for entering teachers did not increase teacher retention in 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 of a large-scale randomized controlled study of two comprehensive teacher induction programs; the report states the programs "did not increase teacher retention" during the first year of teaching. 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?

First-year impact findings from a large-scale randomized controlled study of two comprehensive teacher induction programs; the report states the programs "did not increase teacher retention" in year 1. No effect size is printed.

"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¶

Page metadata

Field	Value
`type`	`claim`
`id`	`comprehensive-induction-no-retention-gain-first-year`
`aliases`	`teacher-induction-no-retention-gain-year-1`
`title`	`Comprehensive teacher induction did not increase teacher retention during the first year of teaching`
`description`	`Comprehensive teacher induction did not increase teacher retention during the first year of teaching`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2009`
`source_checked`	`2026-10-20`
`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`

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