Early supports and preparedness-related determinants of teachers staying at their school (relative to having quit or having moved to a different school) the year after initial survey

Teaching induction or mentoring Early supports Satisfaction and frequency with mentor
All Low-poverty High-poverty All Low-poverty High-poverty All Low-poverty High-poverty
Teaching induction or mentoring 0.063** 0.261*** 0.036
Early supports index 0.007 0.038 -0.005
Satisfaction and frequency with mentor index -0.003 -0.039* 0.005
Constant 0.738*** 0.607*** 0.742*** 0.788*** 0.827*** 0.770*** 0.787*** 0.931*** 0.731***
Observations 7,200 1,700 3,200 7,200 1,700 3,200 5,200 1,300 2,200
R-squared 0.019 0.113 0.027 0.017 0.087 0.026 0.022 0.116 0.045

Note: Data are for teachers with less than five years of experience in public noncharter schools in the 2011–2012 Schools and Staffing Survey (SASS) whose status is known in the 2012–2013 Teacher Follow-up Survey (TFS). A teacher is in a low-poverty school if less than 25% of the student body in his/her classroom is eligible for free or reduced-price lunch programs; a teacher is in a high-poverty school if 50% or more of the student body in his/her classroom is eligible for those programs. For statistical significance, *** denotes p < 0.01, ** denotes p < 0.05, and * denotes p < 0.1. Regressions control for credentials, teachers’ feeling well prepared to teach, and state fixed effects. The number of observations for the model where the main predictor is the satisfaction and frequency of working with the mentor is smaller because it is restricted to teachers who worked with a mentor. For this reason, this index is excluded from the full specification.

Source: 2011–2012 Schools and Staffing Survey (SASS) and 2012–2013 Teacher Follow-up Survey (TFS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES 2011–2012, 2012–2013).

View the underlying data on epi.org.