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Learning to Teach in New York City: How Teachers and Schools Jointly Determine the Implementation of a Districtwide Mentoring Program


by Pamela Grossman, Susanna Loeb, Jeannie Myung, Donald J. Boyd, Hamilton Lankford & James Wyckoff — 2012

Mentoring programs for beginning teachers have grown in prominence in school districts nationwide as a strategy for inducting new teachers into the profession and promoting retention. In 2004, the New York City Department of Education invested $36 million in a teacher mentoring program for all first-year teachers to address the dual problems of high teacher attrition and low student achievement. The authors use survey data from first-year teachers in combination with district-level administrative data to investigate the effectiveness of this mentoring program in meeting the needs of beginning teachers.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 309-341
http://www.tcrecord.org ID Number: 18365, Date Accessed: 10/16/2017 6:10:08 PM

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About the Author
  • Pamela Grossman
    Stanford University
    E-mail Author
    PAM GROSSMAN is the Nomellini-Olivier Professor of Education and the faculty director of the Center to Support Excellence in Teaching at Stanford University. She has published widely in the areas of teacher education, and professional educational more broadly, and the teaching of secondary English. Recent research includes a study of the preparation of math teachers for New York City schools and a study of the practices of middle-school English teachers that are associated with student achievement.
  • Susanna Loeb
    Stanford University
    E-mail Author
    SUSANNA LOEB is a professor of education at Stanford University, director of the Institute for Research on Education Policy and Practice (IREPP), and a codirector of Policy Analysis for California Education (PACE). She specializes in the economics of education and the relationship between schools and federal, state, and local policies. Much of her research addresses teacher policy, looking specifically at how teachers’ preferences affect the distribution of teaching quality across schools, how preservice coursework requirements affect the quality of teacher candidates, and how reforms affect teachers’ career decisions.
  • Jeannie Myung
    Carnegie Foundation for the Advancement of Teaching
    E-mail Author
    JEANNIE MYUNG is a research associate at the Carnegie Foundation for the Advancement of Teaching. Her research focuses on new teacher recruitment and retention policies, teacher development practices, and teacher and principal career pathways. Her recent publications include “Tapping the Principal Pipeline: Identifying Talent for Future School Leadership in the Absence of Formal Succession Management Programs” (2011, Educational Administration Quarterly) and “Economic Approaches to Teacher Recruitment and Retention” (2010, The International Encyclopedia of Education).
  • Donald Boyd
    State University of New York at Albany
    E-mail Author
    DONALD J. BOYD is executive director of the Task Force on the State Budget Crisis, co-chaired by former New York Lieutenant Governor Richard Ravitch and former Federal Reserve Board chairman Paul Volcker. Boyd’s past positions include deputy director of the Rockefeller Institute of Government and director of its fiscal studies program; and deputy director of the Center for Policy Research at the State University of New York at Albany where his research focused on education issues and teacher labor markets. Don holds a Ph.D. in Managerial Economics from Rensselaer Polytechnic Institute.
  • Hamilton Lankford
    State University of New York at Albany
    E-mail Author
    HAMILTON LANKFORD is a faculty member in the Department of Educational Administration & Policy Studies at the University at Albany, 340 National Society for the Study of Education SUNY. His academic publications include research on the teaching workforce, the allocation of education resources, the determinants of school choice, and the effects of enhanced school choice.
  • James Wyckoff
    University of Virginia
    E-mail Author
    JAMES WYCKOFF is the Curry Memorial Professor of Education and Policy, and director of the Center for Education Policy and Workforce Competitiveness at the University of Virginia. His research focuses on issues of teacher labor markets: teacher preparation, recruitment, assessment, and retention. Recent publications include “Recruiting Effective Math Teachers, Evidence from New York City” with colleagues (forthcoming, American Education Research Journal); ”Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness” with colleagues (2011, Education Finance and Policy); and “Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers” with colleagues (forthcoming, Journal of Labor Economics).
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