Title page
Contents
Why this study? 2
Research questions 5
Findings 7
Limitations 16
Implications 17
References 18
Figure 1. More than 40 percent of new teachers were in the high-dosage group, 2018/19 7
Figure 2. New teachers most frequently reported spending substantial time with their mentor on topics directly related to instruction, 2018/19 8
Figure 3. White and Black new teachers reported spending substantial time with their mentor on different topics, 2018/19 9
Figure 4. White new teachers were more likely than new teachers of color to have a mentor of the same race/ethnicity, 2018/19 10
Figure 5. New teachers with a mentor of a different race/ethnicity were more likely than new teachers with a mentor of the same race/ethnicity to report spending... 12
Figure 6. Black teachers with a White mentor reported spending substantial time with their mentor on professional development more often than any other type of... 13
Figure 7. Female new teachers with a female mentor were more likely than new teachers in other types of gender alignment pairs to report spending substantial... 13
Figure 8. Black new teachers with a Black mentor were less likely than any other type of racial/ethnic alignment pair to report that support through the New Teacher... 14
Figure 9. New teachers in the low-dosage group were less likely than teachers in the moderate- or high-dosage group to stay in the district, 2019/20 15
Figure 10. One-year retention was lower among new teachers who reported spending substantial time with their mentor on classroom management and teacher... 16
Boxes
Box 1. Key terms 3
Box 2. Data sources, sample, and methods 5
Box Tables
Box table 1. Racial/ethnic composition of teacher workforce, new teachers, and mentors, 2018/19 6
Box table 2. Calculation of mentoring hours per month 6