The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country.¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2012 · 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? First-year elementary teachers in urban districts receive induction support whose typical character is comprehensively described in this publication. → Martha Bleeker 2012
Evidence¶
Martha Bleeker 2012¶
Martha Bleeker, Sarah Dolfin, Amy Johnson, Steve Glazerman, Eric Isenberg, Mary Grider. (2012). The State of Teacher Induction in Urban America. National Society for the Study of Education, vol. 111, issue 2. https://www.mathematica.org/publications/the-state-of-teacher-induction-in-urban-america
q2 · i? · associational · r?
The publication's own abstract states it "Provides a comprehensive portrait of typical induction support provided to elementary school teachers in urban districts around the country in their first year." No methods, sample, or findings are printed in the supplied text.
"Provides a comprehensive portrait of typical induction support provided to elementary school teachers in urban districts around the country in their first year."
Discussion¶
Related Claims¶
- PSI district principal supervisors were more likely to receive role-specific training and rated it more highly than supervisors in other urban districts — 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
- 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
- Mentoring strongly influences new teachers' decisions to stay in or leave teaching (review attribution) — 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
- 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 induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
- Comprehensive teacher induction did not increase teacher retention during the first year of teaching — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
portrait-first-year-urban-teacher-induction-support |
title |
The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. |
description |
The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martha-bleeker-2012 |
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