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The State of Teacher Induction in Urban America


by Martha Bleeker, Sarah Dolfin, Amy Johnson, Steve Glazerman, Eric Isenberg & Mary Grider — 2012

This study provides a detailed portrait of typical induction support provided to beginning elementary school teachers during the 2005-2006 school year in 17 high-poverty urban school districts around the country.


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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. 443-465
http://www.tcrecord.org ID Number: 18390, Date Accessed: 9/25/2017 12:53:02 PM

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About the Author
  • Martha Bleeker
    Mathematica Policy Research
    E-mail Author
    MARTHA BLEEKER is a senior survey researcher at Mathematica Policy Research. She has expertise in designing and conducting impact evaluations of school-based programs using both experimental and quasiexperimental methods. Her research focuses on the effect of educational interventions on teacher retention, school climate, and student outcomes such as problem behaviors, academic achievement, and career aspirations.
  • Sarah Dolfin
    Mathematica Policy Research
    E-mail Author
    SARAH DOLFIN is a senior economist at Mathematica Policy Research. Her research focuses on labor economics and education policy issues related to human capital. Her work has involved experimental and quasiexperimental program evaluation, outcomes assessment, and compliance assistance.
  • Amy Johnson
    Mathematica Policy Research
    E-mail Author
    AMY JOHNSON is a member of Mathematica’s senior management team. She oversees all aspects of the Surveys and Information Services Division, including survey research, data collection, statistics, and information systems. She has expertise in evaluation and survey design and specializes in issues related to at-risk youth and teaching and learning.
  • Steve Glazerman
    Mathematica Policy Research
    E-mail Author
    STEVE GLAZERMAN is a senior fellow at Mathematica Policy Research. He has conducted research on teacher preparation, training, certification, evaluation, and compensation. He has written about experimental and quasiexperimental methods and designed several large-scale experiments to study the impact of education interventions.
  • Eric Isenberg
    Mathematica Policy Research
    E-mail Author
    ERIC ISENBERG is a senior researcher at Mathematica Policy Research. His research focuses on teacher certification, the measurement of teacher effectiveness, and gaps in access to effective teaching between disadvantaged and nondisadvantaged students.
  • Mary Grider
    Mathematica Policy Research
    E-mail Author
    MARY GRIDER is a senior systems analyst at Mathematica Policy Research and a former classroom teacher. She has collected and analyzed data for several studies examining teacher effectiveness.
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