TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2009 · checked against its sources 2026-10-08 (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.
q2 i? The program had a significant impact on teacher retention: TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers. → Steven Glazerman 2009
Evidence¶
Steven Glazerman 2009¶
Steven Glazerman, Allison McKie, Nancy Carey. (2009). An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/an-evaluation-of-the-teacher-advancement-program-tap-in-chicago-year-one-impact-report
q2 · i? · causal · r?
The Chicago year-one evaluation reports a significant retention impact: "TAP teachers were five percentage points more likely to return to their schools than were non-TAP teachers." The five-percentage-point difference is the printed magnitude; no standardized effect size is given.
"the program had a significant impact on teacher retention. TAP teachers were five percentage points more likely to return to their schools than were non-TAP teachers"
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
- Teachers in Chicago TAP schools at the start of the program were about 20 percent more likely than teachers in comparison schools to remain in the same school three years later — related
- Chicago TAP did not raise student math or reading scores overall during the four-year rollout in Chicago Public Schools — related
- Mathematica conducted a multi-year evaluation of Chicago TAP, with this report detailing second-year results — related
- Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools — related
- A five-year evaluation of TAP in high-need Chicago public schools began in 2007 — 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
- Chicago TAP increased the amount of mentoring, promotion opportunities, and compensation in participating schools relative to non-TAP schools — related
- Chicago TAP did not fully implement its performance-based pay or value-added components as intended — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tap-raises-teacher-retention-five-points |
title |
TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers |
description |
TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
source_checked |
2026-10-08 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-2009 |
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