Chart: Shares of teachers who said they received or did not receive key supports in their first year, in all schools and in low- and high-poverty schools

Table 2

Shares of teachers who said they received or did not receive key supports in their first year, in all schools and in low- and high-poverty schools

	All	Low-poverty	High-poverty	Gap (high- minus low-poverty)
Regular supportive communication with principal and others
Yes	74.5%	76.3%	74.1%	-2.2 ppt.
No	25.5%	23.7%	25.9%	2.2 ppt.
Observation and feedback on their teaching aimed at helping them develop and refine their teaching practice
Yes	69.0%	70.1%	69.0%	-1.1 ppt.
No	31.0%	29.9%	31.0%	1.1 ppt.
Seminars or classes for beginning teachers
Yes	66.4%	68.0%	66.3%	-1.7 ppt.
No	33.6%	32.0%	33.7%	1.7 ppt.
Common planning time with teachers in their subject
Yes	61.2%	61.4%	61.9%	0.5 ppt.
No	38.8%	38.6%	38.1%	-0.5 ppt.
Release time to participate in support activities for new or beginning teachers
Yes	37.1%	37.1%	37.1%	0.0 ppt.
No	62.9%	62.9%	62.9%	0.0 ppt.
Extra classroom assistance (e.g., teachers’ aides)
Yes	26.9%	25.2%	27.8%	2.6 ppt.
No	73.1%	74.8%	72.2%	-2.6 ppt.
Reduced teaching schedule
Yes	10.7%	9.2%	11.0%	1.8 ppt.
No	89.3%	90.8%	89.0%	-1.8 ppt.

Notes: Data are for teachers in public noncharter schools. The table shows shares of teachers in their first five years of teaching who answered “yes” or “no” when asked if they received the different kinds of supports during 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)

This chart appears in:

The role of early career supports, continuous professional development, and learning communities in the teacher shortage: The fifth report in ‘The Perfect Storm in the Teacher Labor Market’ series

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