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¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who are well prepared stay in teaching at rates more than twice as high as those who are not fully prepared when they enter, and the same is true for those who are well mentored. → Cook-Harvey 2016 q2 i? Teacher residency programs in high-need districts reduce shortages and turnover, with retention rates typically more than 80% over five years. → Cook-Harvey 2016 (2)

Evidence¶

Cook-Harvey 2016¶

Cook-Harvey, C.M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/equity-essa

q2 · i? · review · r1

The report states in its sidebar on getting and keeping strong teachers in high-need schools that well-prepared and well-mentored teachers stay at more than twice the rate of those not fully prepared; no effect sizes are printed.

"Teachers who are well prepared stay in teaching at rates more than twice as high as those who are not fully prepared when they enter, and the same is true for those who are well mentored."

Cook-Harvey 2016 (2)¶

Cook-Harvey, C.M., Darling-Hammond, L., Lam, L., Mercer, C., & Roc, M. (2016). Equity and ESSA: Leveraging Educational Opportunity Through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute. http://learningpolicyinstitute.org/product/equity-essa

q2 · i? · review · r2

The report describes teacher residency programs in high-need districts, in which recruits complete credential coursework integrated with a yearlong apprenticeship alongside an expert mentor teacher, with "retention rates typically more than 80% over five years."

"In exchange for tuition remission and a stipend, as well as two years of mentoring, they commit to teach for three to five years in the districts’ schools, and usually stay much longer, with retention rates typically more than 80% over five years."

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
• Comprehensive induction supports keep new teachers in teaching at more than twice the rate of unsupported novices — related
• New teachers who receive little mentoring are twice as likely to leave the classroom as well-mentored beginners — possibly the same claim (merge candidate)
• Comprehensive preparation and quality mentoring reduce early-career teacher attrition — related
• Residency graduates show high retention rates of roughly 80-90% after three years and 70-80% after five years — related
• Residency-prepared teachers remain in teaching and in their districts at higher rates than other novice teachers, typically 80–95% after 3 years — related
• A 2011 study found residency-trained teachers outperformed same-experience peers by nearly two months' worth of learning by their fifth year and were more likely to stay in teaching — related
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — related
• In rigorous controlled studies, residency graduates retained at significantly higher rates than non-residency peers — related
• Teachers with little preparation leave teaching at two to three times the rates of comprehensively prepared teachers — possibly the same claim (merge candidate)
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — 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 — related
• University of Houston residency completers retain in teaching at rates above state averages (93% after year one; 3- and 5-year retention 10 and 7 points above state averages for the 2019 cohort) — a narrower finding that bears on this claim
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — possibly the same claim (merge candidate)
• Grow Your Own program graduates remain in teaching longer than typical beginning teachers and teach in high-need schools at high rates — a narrower finding that bears on this claim
• Ohio meets criteria on high-retention teaching pathways and early-career induction with mentoring — a narrower finding that bears on this claim
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — a narrower finding that bears on this claim
• Teacher residency program graduates are more racially diverse than other new teachers and much more likely to stay in teaching, especially in sponsoring high-need districts — a narrower finding that bears on this claim
• UCLA's IMPACT early childhood pathway prepared 50 fully licensed teachers across four cohorts, with 87% retained in the district for at least 3 years — a narrower finding that bears on this claim
• Students of residency graduates show achievement outcomes comparable to or better than other novices, with gains emerging over time — related
• Teachers described an ideal technology coach as prepared, patient, observant, and using current research-based methods — related
• Effective, supportive principals retain teachers, with the largest effects in high-need schools — related
• UCLA-CS reports high teacher retention and above-district student and parent satisfaction alongside its academic outcomes — related
• Fully prepared novice teachers are less than half as likely to leave teaching after their first year than those lacking key training elements — possibly the same claim (merge candidate)