The retention comparison covers two cohorts of novice TRP teachers across six districts served by 12 TRPs, with a representative non-TRP comparison sample¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The retention analyses focus on teachers from six districts served by 12 TRPs, comparing them to a representative sample of non-TRP teachers in their first or second year of teaching in 2011-2012. → Tim Silva 2015

Evidence¶

Tim Silva 2015¶

Tim Silva, Allison McKie, Philip Gleason. (2015). New Findings on the Retention of Novice Teachers from Teaching Residency Programs. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee

q2 · i? · associational · r?

Scope statement of the evaluation brief, which examines two cohorts of novice TRP teachers (first- and second-year during 2011-2012) and includes "a representative sample of teachers" trained through non-TRP programs for context, with retention measured as of fall 2013.

"The retention analyses focus on teachers from six districts served by 12 TRPs."

Discussion¶

Related Claims¶

• The 2010-2015 study examined characteristics of 30 TRPs, including required coursework, teacher backgrounds and experiences, and teacher retention — related
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs — related
• Novice teachers trained through teaching residency programs are more likely than similar non-TRP teachers to remain teaching in the same district — related
• School-retention rates are similar between TRP-trained and non-TRP novice teachers — related
• TRP participants could accept a stipend in exchange for committing to teach in the same district for at least three 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
• Fully prepared novice teachers are less than half as likely to leave teaching after their first year than those lacking key training elements — related