Comprehensive teacher induction produced no measurable improvements whether delivered as a one-year or two-year program¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Comprehensive induction produced no measurable improvements in test scores, retention, or retained-teacher qualifications under either one-year or two-year programs; no test of a difference between the two durations is reported. → 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?
The report states the null second-year findings "was true whether induction programs were delivered as one-year or two-year programs", that is, there were no measurable improvements under either duration. The page reports no test of whether the one-year and two-year effects differed. No effect size is printed on this page.
"This was true whether induction programs were delivered as one-year or two-year programs."
Discussion¶
Related Claims¶
- 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
- 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 did not measurably increase the percentage of teachers remaining in their district or in the profession compared to business-as-usual induction — related
- Comprehensive teacher induction produced no significant improvements in student achievement in year 1 — related
- Comprehensive teacher induction produced no significant improvements in classroom practices in year 1 — related
- Comprehensive teacher induction did not increase teacher retention during novice teachers' first year — related
- Two years of comprehensive teacher induction can boost student achievement compared with business-as-usual induction — reports the opposite
- Comprehensive teacher induction showed no impacts on outcomes other than student achievement — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
induction-null-impacts-one-and-two-year-programs |
title |
Comprehensive teacher induction produced no measurable improvements whether delivered as a one-year or two-year program |
description |
Comprehensive teacher induction produced no measurable improvements whether delivered as a one-year or two-year program |
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 |
1 — eric-isenberg-2009 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.