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)

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