No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Regressions estimated separately by district subgroups found no statistically significant mentoring–retention relationships; nine descriptive differences exceeded 10 percentage points but none was statistically significant in the small subgroup samples. → Brodersen 2025

Evidence¶

Brodersen 2025¶

Brodersen, R. M., Chiang, H., Coleman, K., Hitt, C., Li, J., Ritter, G., & Weston-Sementelli, J. (2025). Examining the mentoring experiences of first-year teachers in Missouri (REL 2025–014). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/use-work/resource-library/report/descriptive-study/examining-mentoring-experiences-first-year-teachers-missouri

q2 · i? · associational · r2

Subgroup regression and descriptive analyses across district poverty, achievement, and rurality subgroups (tables C15–C17). Supplemental within-school and within-state analyses similarly yielded "no consistent statistically significant findings."

"However, no clear pattern emerged in the results, and none of these differences was statistically significant for the small sample sizes of the subgroup analyses."

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
• Mentoring experiences did not differ statistically significantly across districts with different poverty, achievement, or rurality levels — related
• 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
• There was no clear pattern to the relationship between student, teacher, and school characteristics and the effectiveness of the interventions. — 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