Intensive Induction Shows Little Impact

After a year of implementation, two intensive teacher-induction programs did not noticeably change teachers’ instructional practices, boost rates of teacher retention, or improve student-achievement outcomes, a new study by the research arm of the U.S. Department of Education concludes. They did, however, succeed in increasing the time novice teachers spent with mentors to improve their teaching compared with teachers in schools lacking those programs.

Comprehensive induction programs differ from other types of new-teacher supports by facilitating focused, structured, and intensive interaction between mentors and novice teachers. Though costly, they have garnered interest from lawmakers seeking to improve new-teacher retention rates and boost student test scores.

The study’s results have left supporters of the approach seeking explanations and hoping additional study...