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)