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¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2005 · 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.
q2 i? Participation in an induction program alone does not improve the chances that teachers will remain in the profession; the quality of the induction experience matters. → Lura Forcum and William Harms 2005
q2 i? Almost 20 percent of new teachers report that they do not participate in the formal induction programs CPS provides for all new teachers. → Lura Forcum and William Harms 2005
Evidence¶
Lura Forcum and William Harms 2005¶
Lura Forcum and William Harms. (2005). New report shows that high-quality induction can help keep teachers on the job. University of Chicago press release announcing Keeping New Teachers: A First Look at the Influence of Induction in the Chicago Public Schools. https://consortium.uchicago.edu
q2 · i? · associational · r?
Findings from the CCSR report based on surveys of teachers and CPS data from the 2004-05 school year. The report states "participation in an induction program alone does not improve the chances that teachers will remain in the profession" and that almost 20 percent of new teachers report not participating.
"The report finds that almost 20 percent of new teachers report that they do not participate, however. The report also finds that participation in an induction program alone does not improve the chances that teachers will remain in the profession; the quality of their induction experience matters."
Discussion¶
Related Claims¶
- 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 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 improve the qualifications of teachers who were retained compared to business-as-usual induction — related
- On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — related
- High-quality induction and mentoring programs are reported to reduce new-teacher attrition, and early-career teachers without coaching are reported twice as likely to leave — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
induction-participation-alone-insufficient-quality-matters |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2005 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lura-forcum-and-william-harms-2005 |
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