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ERIC Number: ED614821
Record Type: Non-Journal
Publication Date: 2021-Sep
Pages: 1
Abstractor: ERIC
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program. Study Snapshot. REL 2021-100
Regional Educational Laboratory Northeast & Islands
Teacher induction and mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes. This Study Snapshot highlights key findings from a larger study that examined teacher survey and staffing data to describe new teachers' participation in a large urban district's New Teacher Mentoring program, including mentoring dosage (the frequency and length of new teachers' meetings with their mentor), practices, and the alignment of demographic characteristics between new teachers and their mentor. The analyses also explored how these features varied by participants' characteristics and how the characteristics are related to retention. [For the full report, see ED614819. For the Study Brief, see ED614820. For the appendixes, see ED614822.]
Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Regional Educational Laboratory Northeast & Islands (ED/IES); Education Development Center, Inc. (EDC)
IES Funded: Yes
Grant or Contract Numbers: EDIES17C0008