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Impacts of Comprehensive Teacher Induction Final Results from a Randomized Controlled Study. Executive Summary

机译：综合教师归纳对随机对照研究的最终结果的影响。执行摘要

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摘要

High teacher turnover and inadequate teacher preparation represent challenges for education policymakers. High turnover among teachers in urban school districts can hurt student achievement by exposing more students to inexperienced teachers; disrupt schools; and impose a high cost on districts that must recruit, hire, and train replacement teachers. Even teachers who persist may struggle with pedagogy or classroom management if they are not adequately supported early in their careers. To support beginning teachers, most districts offer some form of teacher induction or mentoring, but they often provide a limited set of services in response to an unfunded state mandate and with modest local resources (Berry et al. 2002; Smith and Ingersoll 2004). We refer to this usual level of induction support as informal or low-intensity teacher induction, which may include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for the induction to occur. To evaluate the impact of comprehensive teacher induction relative to the usual induction support, we conducted a randomized experiment in a set of districts that were not already implementing comprehensive induction. We assigned 418 elementary schools in 17 urban districts by lottery to either (1) a treatment group whose beginning teachers were offered comprehensive teacher induction or (2) a control group whose beginning teachers received the district's usual, less comprehensive or intensive induction services. Random assignment ensures that any systematic differences in outcomes between the treatment and control group can be attributed to comprehensive induction.

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