First-year teachers' frequency working with mentor and how useful that was for their teaching
Frequency working with mentor
| Frequently (at least once per week) | Occasionally (once or twice per month) | Rarely (a few times per year or never) | |
|---|---|---|---|
| Total | 53.5% | 26.8% | 19.8% |
| Low-poverty | 52.7% | 28.5% | 18.8% |
| High-poverty | 53.0% | 26.2% | 20.8% |
How much working with a master or mentor teacher improved their teaching in their first year
| A little or not at all | A moderate amount | A lot | |
|---|---|---|---|
| Total | 35.7% | 31.1% | 33.2% |
| Low-poverty | 32.3% | 33.2% | 34.5% |
| High-poverty | 37.3% | 30.6% | 32.1% |
Notes: Data are for teachers in public noncharter schools. The figure shows shares of teachers in their first five years of teaching who answered as shown to questions about working with a mentor in their first year of teaching. A teacher is considered to be in a low-poverty school if less than 25 percent of the students in his/her classroom are eligible for free or reduced-price lunch programs; a teacher is considered to be in a high-poverty school if 50 percent or more of the students in his/her classroom are eligible for those programs.
Source: 2015–2016 National Teacher and Principal Survey (NTPS) microdata from the U.S. Department of Education’s National Center for Education Statistics (NCES)