New teachers who receive little mentoring are twice as likely to leave the classroom as well-mentored beginners¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? New teachers who receive little mentoring are twice as likely to leave the classroom as those who are well-mentored by expert veterans and receive induction supports. → Darling-Hammond 2023

Evidence¶

Darling-Hammond 2023¶

Darling-Hammond, L., DiNapoli, M., Jr., & Kini, T. (2023). The federal role in ending teacher shortages. Learning Policy Institute. https://doi.org/10.54300/649.892

q2 · i? · review · r2

Research synthesis quoted in the report's fourth Marshall Plan recommendation area. The report adds that, per a 2016 analysis, only 16 states had dedicated funding for teacher induction programs.

"Research shows that new teachers who receive little mentoring are twice as likely to leave the classroom as those who are well-mentored by expert veterans and receive induction supports."

Discussion¶

Related Claims¶

• Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
• Few teachers receive regular mentoring, and early-career teachers of color report less access to mentoring and induction than White peers — related
• Well-prepared and well-mentored teachers stay in teaching at more than twice the rate of unprepared entrants, and teacher residency programs typically retain more than 80% over five years — possibly the same claim (merge candidate)
• Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — a broader claim this one bears on
• 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 — possibly the same claim (merge candidate)
• Ohio meets criteria on high-retention teaching pathways and early-career induction with mentoring — a narrower finding that bears on this claim
• Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teachers — 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 — 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
• Mentors of color were especially valuable to apprentices of color, who wanted more intentional mentor matching — a narrower finding that bears on this claim