The Growing Need for
Beginning Teacher Induction
Richard M. Ingersoll
Professor of Education and Sociology
University of Pennsylvania
and
Consortium for Policy Research in Education
The Source of Data
The Schools and Staffing Survey with the
Teacher Follow-up Survey



Conducted by the Census Bureau for the U.S.
Department of Education
7 Cycles:
1987-1989, 1990-1992, 1993-1995, 1999-2001, 20032005, 2007-08, 2011-12
The largest source of information available on
teachers:
-Sample: 50,000 teachers
12,000 schools
-Representing all 50 states
Number of Elementary and Secondary School
Teachers and Students, 1987-88 to 2011-12
Teaching Experience of K-12 Teachers,
1987-88
300,000
Number of Teachers
250,000
200,000
150,000
100,000
50,000
0
1
6
11
16
21
26
31
36
41
Years of Experience
46
51
56
61
66
Teaching Experience of K-12 Teachers,
1987-88, and 2007-08
300,000
Number of Teachers
250,000
200,000
1987-88
150,000
2007-08
100,000
50,000
0
1
6
11
16
21
26
31
36
41
Years of Experience
46
51
56
61
66
Teaching Experience of K-12 Teachers,
1987-88, 2007-08, and 2011-12
300,000
Number of Teachers
250,000
200,000
1987-88
150,000
2007-08
2011-12
100,000
50,000
0
1
6
11
16
21
26
31
36
41
Years of Experience
46
51
56
61
66
Cumulative Percent Attrition of Beginning Teachers, by
Years of Experience: 1993-2003
(years 3,4 and 5 are underestimates because early attrition of some late entrants could not be included)
Less than 1 year
11.9
Less than 2 years
23
Less than 3 years
28.4
Less than 4 years
36.8
Less than 5 years
41.3
0
20
40
60
80
100
Percent
Source: Perda, D. 2013. Transitions Into and Out of Teaching: A Longitudinal Analysis of Early Career Teacher Turnover.
PhD Dissertation, University of Pennsylvania.
Trends in Percent 1st-Year Teacher Attrition
1988-89
9.8
1991-92
10.5
1994-95
11.1
2004-05
11.9
2008-09
13.1
0
10
20
Percent
30
Percent 1st-Yr. School Teachers Reporting that Various
Reasons Were Important for their Attrition, 2008-09
Percent
Trends in the Percent of 1st Year Teachers
Participating in Induction or Mentor Programs
100
91
Percent
80
79
82
85
60
51
52
1990-91
1993-94
40
20
0
1999-00
2003-04
2007-08
2011-12
Percent 1st-Year Teachers Who Received
Various Induction Supports (2007-08)
Face-time with Admin.
87
Mentor
81
Beginners' seminars
71
Collaboration w Colleagues
58
Teacher aide
31
Reduced Course Load
17
0
20
40
60
Percent
80
100
Percent Turnover After First Year of Beginning
Teachers, According to Amount of Induction Support
They Received
41
No Induction
39
Basic
Basic & Collaboration
27
Basic & Collaboration
& Extra Resources
18
0
10
20
30
40
50
Percent
Movers
Leavers
Source: Smith & Ingersoll. 2004. “What are the Effects of Induction and Mentoring on Beginning Teacher
Turnover?" American Educational Research Journal. Vol. 41, No. 3, 681-714.
Induction Supports Most Effective in
Reducing Turnover


Mentor from the same field.
Common planning time with teachers in
the same subject or regularly scheduled
collaboration with other teachers on
instruction.
Review of Research
on Effects of Induction



We examined 15 best empirical studies, since the
1980s
three sets of outcomes:
 teacher commitment and retention
 teacher classroom instructional practices
 student achievement
Most of the studies reviewed showed positive
impacts
Source: Ingersoll & Strong. 2011. "The Impact of Induction and Mentoring for Beginning Teachers: A Critical Review of the
Research.” Review of Educational Research. 81(2) 201-233 .
For Further Information,
Copies of Articles, Reports, etc.:
www.gse.upenn.edu/faculty/ingersoll