Comprehensive teacher induction generated no significant improvements in student achievement in the first year¶
Claim · All claims
Evidence · 3 studies · 3 causalr?·q3
Currency · newest study 2010 · 2 of 3 entries checked against their sources (automated) · 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 student achievement during the first year of teaching. → Steven Glazerman 2008
q3 i? For teachers who received one year of comprehensive induction, there was no impact on student achievement. → Glazerman 2010
q3 i? The induction programs generated no significant improvements in student achievement 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 no significant improvements in "student achievement 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."
Glazerman 2010¶
Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/
q3 · i? · causal · r?
In the same national randomized controlled evaluation, the one-year comprehensive induction condition showed no impact; the report states "For teachers who received one year of comprehensive induction, however, there was no impact." The same summary reports that two years of comprehensive induction "can boost student achievement" compared with business-as-usual induction. No effect size is printed.
"For teachers who received one year of comprehensive induction, however, there was no impact."
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 impact findings from the randomized controlled study of two comprehensive teacher induction programs report no significant improvements in student achievement. No effect size or test statistic 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¶
Related Claims¶
- Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — related
- Comprehensive teacher induction did not increase teacher retention during the first year of teaching — 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 — related
- 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
- 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 lead to measurable improvements in student test scores compared to business-as-usual induction in the second year of a randomized controlled study — related
- 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 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comprehensive-induction-no-student-achievement-gains-first-year |
aliases |
one-year-induction-no-impact, teacher-induction-no-achievement-gains-year-1 |
title |
Comprehensive teacher induction generated no significant improvements in student achievement in the first year |
description |
Comprehensive teacher induction generated no significant improvements in student achievement in the first year |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — steven-glazerman-2008, glazerman-2010, steven-glazerman-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.