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)