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¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Residents are more racially diverse than other new teachers and much more likely to stay in teaching, especially in high-need sponsoring districts. → Espinoza 2018 q2 i? Residency graduates are generally judged effective by principals who hire them and by evidence about their students' performance. → Espinoza 2018 (2)

Evidence¶

Espinoza 2018¶

Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view

q2 · i? · review · r2

The report's review of residency-model research finds residents "more racially diverse than other new teachers" and much more likely to stay in teaching, particularly in the high-need districts that sponsor them. No effect size is printed.

"Research on the impact of the residency model suggests that, on average, residents are more racially diverse than other new teachers and are much more likely to stay in teaching, especially in the high-need districts that sponsor them."

Espinoza 2018 (2)¶

Espinoza, D., Saunders, R., Kini, T., & Darling-Hammond, L. (2018). Taking the long view: State efforts to solve teacher shortages by strengthening the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/long-view

q2 · i? · review · r2

The report cites research suggesting residency graduates are "generally effective in the classroom" as judged by hiring principals and through student performance evidence. Effectiveness evidence is descriptive; no effect size is printed.

"Research also suggests that graduates of teacher residency programs are generally effective in the classroom, as judged by principals who hire them and through evidence about their students’ performance."

Discussion¶

Related Claims¶

• CSUB residency participants are more racially diverse than California's general teacher population and better reflect the diversity of CSUB's student body than other credentialing pathways — a narrower finding that bears on this claim
• Effective, supportive principals retain teachers, with the largest effects in high-need schools — 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 — a broader claim this one bears on
• 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 — reports the opposite
• Novice teachers trained through teaching residency programs are more likely than similar non-TRP teachers to remain teaching in the same district — related
• Residency graduates show high retention rates of roughly 80-90% after three years and 70-80% after five years — related
• In rigorous controlled studies, residency graduates retained at significantly higher rates than non-residency peers — 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) — related
• Students of residency graduates show achievement outcomes comparable to or better than other novices, with gains emerging over time — related
• Residencies prepare teachers for high-need subjects and schools, with most NCTR-network graduates hired in shortage fields and Title I schools — related
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — possibly the same claim (merge candidate)
• Claremont residency completers rate the program highly and show strong hiring and retention outcomes — related