Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among novice teachers, TRP participants' retention in the same district (92 percent) was roughly the same as that of peers entering through different programs (90 percent). → Tim Silva 2014

Evidence¶

Tim Silva 2014¶

Tim Silva, Allison McKie, Virginia Knechtel, Philip Gleason, Libby Makowsky. (2014). Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/teaching-residency-programs-a-multisite-look-at-a-new-model-to-prepare-teachers-for-highneed-schools

q2 · i? · associational · r1

Multisite study of 30 TRPs and their current and former participants reports retention of novice TRP teachers versus peers from other routes: "92 percent of the former remained in the same district, compared with 90 percent of the latter." No effect size or significance test is printed.

"the study revealed that the retention rates of novice TRP teachers were roughly the same as those of their peers who entered the profession through different programs. For example, 92 percent of the former remained in the same district, compared with 90 percent of the latter."

Discussion¶

Related Claims¶

• Congress created the Teacher Quality Partnership Grant Program in 2008, which funds teaching residency programs (TRPs) meant to draw highly qualified teachers to high-need schools — related
• TRP teachers who changed schools within their district tended to move to schools with similar low-income shares, a lower percentage of black students, and higher achievement — related
• The 2010-2015 study examined characteristics of 30 TRPs, including required coursework, teacher backgrounds and experiences, and teacher retention — related
• Novice teachers trained through teaching residency programs are more likely than similar non-TRP teachers to remain teaching in the same district — reports the opposite
• The retention comparison covers two cohorts of novice TRP teachers across six districts served by 12 TRPs, with a representative non-TRP comparison sample — related
• School-retention rates are similar between TRP-trained and non-TRP novice teachers — related
• Residency-completer principals remained in CPS at similar rates as other principals, with no evidence of differential exit or transfer — 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 — reports the opposite
• On average, more effective early-career teachers remain in the teaching profession and stay in their initial schools — 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 — reports the opposite
• 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 — related
• Teachers with little preparation leave teaching at two to three times the rates of comprehensively prepared teachers — related
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — reports the opposite
• Underprepared teachers are two to three times more likely to leave than prepared teachers, driving a revolving door in high-poverty schools — related
• Grow Your Own program graduates remain in teaching longer than typical beginning teachers and teach in high-need schools at high rates — related
• Kern Urban Teacher Residency graduates are retained at high rates in the partner district, with 92% of its 114 graduates continuing to work in BCSD — related
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — reports the opposite
• 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 — reports the opposite
• 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
• Teacher background relates to early experience and retention: male gender, prior work experience, and CPS graduation associate with good elementary experiences, while a master's degree and CPS graduation associate with lower high school retention — 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 — related