Impact of support for new teachers on pupil achievement

An SRI Education evaluation of the New Teacher Center’s (NTC’s) induction model shows some positive results on pupil achievement in mathematics and English language arts (reading, writing, and linguistic/communication skills).

The NTC induction model provides new teachers with two years of coaching from a trained mentor. New teachers meet with their assigned mentor for a minimum of 180 minutes each month and work through a programme of NTC-developed support. The evaluation, conducted by Rebecca Schmidt and colleagues, reports on findings from a three-year randomised controlled trial of NTC’s induction model in two US school districts (one in Florida and the other in Illinois). New teachers in participating schools were randomly assigned to receive either the NTC induction model (the treatment condition) or business-as-usual new teacher support (the control condition).

Pupils in grades 4–8 (Years 5–9) who were taught by teachers who had participated in NTC induction for two years did better in English language arts (effect size = +0.09) and maths (effect size = +0.15) compared to pupils of control teachers.

Source: Impact of the New Teacher Center’s new teacher induction model on teachers and students (June 2017), SRI Education, SRI International

Linked Learning students more likely to graduate than comparison students

A recent report of an ongoing multi-year study by SRI International finds that students participating in Linked Learning Districts in California are more likely to graduate than similar students in traditional high school programmes.

The nine California Linked Learning Districts attempt to make schooling more relevant for students by integrating work experiences with in-class curriculum. Students are exposed to the working environment through job-shadowing and occasional internships. Students choose from among 37 career pathways and their schooling incorporates career-oriented classes.

315,000 Linked Learning mostly minority, low-income students were compared to demographically similar students in traditional high school programmes. Results showed that compared to the comparison group, Linked Learning students:

  • Were 5.2 percentage points more likely to graduate from high school.
  • Earned more academic credits.
  • Were on track to graduate on time at the end of 10th grade (Year 11).
  • Attended more college visits and submitted more college applications.

Source: Taking Stock of the California Linked Learning District Initiative: Fifth-Year Evaluation Report (2015), SRI