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Impacts of Comprehensive Teacher Induction: Results From the First Year of a Randomized Controlled Study

NCEE 2009-4034
October 2008

Summary of Findings: No Impacts on Teacher Retention After One Year

We found that comprehensive teacher induction had no statistically significant impact on teacher retention. We measured teacher retention in terms of the percentage of teachers who remained in their originally assigned school, their district, and the teaching profession. Table 4 shows the percentages of treatment and control teachers who stayed in the same school, moved within the profession, and left the teaching profession. The difference in mobility patterns between the two groups was not statistically significant. Even when we collapsed the mobility patterns into summary measures, we found no statistically significant differences between the treatment and control groups.

We also examined the reasons that teachers who left their districts (movers) or left the teaching profession (leavers) gave for leaving and found no statistically significant impacts of treatment. When we asked leavers whether they expected to return and if so, when they would do so, we did not find evidence of a treatment-control difference. In addition, we found that treatment teachers did not report feeling more satisfied with or better prepared for their jobs as teachers than control teachers. We will repeat these analyses in the coming years when we collect additional follow-up data, at which point we expect there to be more teacher mobility to explain.