Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2009 · not yet checked against its sources · 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 the second year of the randomized controlled evaluation, comprehensive induction produced no measurable improvement in the percentage of teachers remaining in their district or in the profession. → Eric Isenberg 2009
Evidence¶
Eric Isenberg 2009¶
Eric Isenberg, Steven Glazerman, Martha Bleeker, Amy Johnson, Julieta Lugo-Gil, Mary Grider, Sarah Dolfin, Edward Britton. (2009). Impacts of Comprehensive Teacher Induction: Results from the Second 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-second-year-of-a-randomized-controlled-study
q3 · i? · causal · r?
Second-year findings from the national randomized controlled evaluation comparing comprehensive induction to business-as-usual induction. The report finds no measurable improvement in "percentage of teachers remaining in their district or in the profession"; no effect size is printed on this page.
"comprehensive induction did not lead to measurable improvements in student test scores, percentage of teachers remaining in their district or in the profession, or in qualifications of the teachers who were retained"
Discussion¶
Related Claims¶
- Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — the general claim this finding bears on, with the studies behind it
- Comprehensive teacher induction did not measurably improve the qualifications of teachers who were retained compared to business-as-usual induction — related
- Comprehensive teacher induction did not increase teacher retention during the first year of teaching — related
- Comprehensive teacher induction did not lead to measurable improvements in student test scores compared to business-as-usual induction in the second year of a randomized controlled study — 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 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
- Participation in an induction program alone does not improve the chances teachers will remain; induction quality matters, and almost 20 percent of new teachers report not participating — related
- High school novices receiving strong levels of broader induction supports were 50 percentage points more likely to plan to remain in their school than those with weak support — reports the opposite
- School district participation in the Missouri Career Ladder Program tends to increase teacher retention in the district and the profession, especially for mid-career teachers — related
- On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — related
- The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. — related
- Comprehensive teacher induction showed no impacts on outcomes other than student achievement — a broader claim this one bears on
- Comprehensive teacher induction generated no significant improvements in student achievement in the first year — related
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comprehensive-induction-no-retention-gains-year-two |
title |
Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction |
description |
Comprehensive teacher induction did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.