Chart: Shares of teachers participating in early support programs in their first year, in all schools and in low- and high-poverty schools

Table 3

Shares of teachers participating in early support programs in their first year, in all schools and in low- and high-poverty schools

	All	Low-poverty	High-poverty	Gap (high- minus low-poverty)
Participated in a teacher induction program
Yes	72.7%	75.8%	70.9%	-4.9 ppt.
No	27.3%	24.2%	29.1%	4.9 ppt.
Was assigned a master or mentor teacher
Yes	79.9%	83.7%	78.3%	-5.4 ppt.
No	20.1%	16.3%	21.7%	5.4 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 participated in these programs 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)

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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