Tapping the Potential - Alliance for Excellent Education

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TA P P I N G T H E P O T E N T I A L : R E TA I N I N G A N D D E V E L O P I N G H I G H - Q U A L I T Y N E W T E A C H E R SVillar, Anthony. “Measuring the Benefits and Costs of Mentor-Based Induction: AValue-Added Assessment of New Teacher Effectiveness Linked to StudentAchievement.” Paper prepared for the American Educational Research AssociationAnnual Conference, 2004.Most analyses of induction benefits and costs focus on the savings from reducedturnover to justify program investments. By measuring the full range of benefit streamsaccruing to induction, this study shows that induction returns extend far beyond mereretention questions. The influence on new teacher practice is by far the most importantbenefit, and potentially extends farther if school leaders and policymakers considerthe benefits to children assigned to effective teachers over the course of their K–12careers. Assuming that turnover costs represent 50 percent of a new teacher’s salary,dollar for dollar, the study shows that an investment in an intensive model of new teacher inductionin one district pays $1.37 for every $1 invested.63
A L L I A N C E F O R E X C E L L E N T E D U C AT I O NEndnotes1 Kevin Carey, The Real Value of Teachers(Washington, D.C.: Education Trust, 2004).2 Frederick Hess, Andrew Rotherham, andKate Walsh, eds., A Qualified Teacher in EveryClassroom? Appraising Old Answers and NewIdeas (Cambridge, MA: Harvard UniversityPress, 2004).3 The Morrill Act encouraged all states toestablish land-grant universities. More thanseventy land-grant colleges were established,with Vermont and New York among the firststates to do so. A second act in 1890, specificallyaddressing the needs of AfricanAmericans, said that no state could receivefunds if it denied access to college on thebasis of race, unless a state also established“separate but equal” facilities for excludedraces. Seventeen southern states thus establishedblack land-grant colleges.4 The Smith-Hughes National VocationalEducational Act of 1917 promoted vocationalagriculture and provided federal funds forthat purpose; to receive funds, states wererequired to establish a plan that included“plans for the training of teachers.”5 Hess, Rotherham, and Walsh, A QualifiedTeacher in Every Classroom?6 James Coleman, Equality of EducationalOpportunity (Washington, D.C.: U.S. Dept.of Health, Education, and Welfare, Officeof Education, 1966).7 Christopher Jencks, Inequality: AReassessment of the Effect of Family andSchooling in America (San Francisco: BasicBooks, 1972).8 Marisol Definao and James Hoffman, AStatus Report and Content Analysis of StateMandated Teacher Induction Programs(Austin, TX: Texas University Research andDevelopment Center for TeacherEducation, 1984).9 Barbara Heyns, “Educational Defectors: AFirst Look at Teacher Attrition in the NLS-72,” Educational Researcher 17:3 (1988).10 “Transforming a Nation at Risk into aNation Prepared,” Carnegie Results 1:3(2003).11 Gary A. Griffin, “Teacher Induction:Research Issues,” Journal of TeacherEducation 36:1 (1985).12 Sandra Odell, Mentor Teacher Programs(Washington, D.C.: National EducationAssociation, 1990).13 Sandra Odell and Douglas Ferraro,“Teacher Mentoring and TeacherRetention,” Journal of Teacher Education 43:3(1992).14 What Matters Most: Teaching for America’sFuture (New York: National Commission onTeaching and America’s Future, 1996).15 Richard Ingersoll and Thomas Smith,“Do Teacher Induction and MentoringMatter?,” paper presented at the AnnualMeeting of the American EducationalResearch Association Annual Meeting,Chicago, 21–25 April 2003.16 Schools and Staffing in the United States1993–94 (Washington, D.C.: U.S.Department of Education, National Centerfor Education Statistics, 1996).17 Quality Counts 2004: Count Me In(Bethesda, MD: Editorial Projects inEducation, 2004).18 Chester Finn Jr., “A Nation Still at Risk,”Commentary (May 1989).19 Julian E. Barnes, “Now the Focus Shiftsfrom Integration to Achievement for All,”U.S. News & World Report, March 22–29,2004.20 Richard Ingersoll, Is There Really aTeacher Shortage? (Seattle: Center for theStudy of Teaching and Policy, 2003) withanalysis by the Alliance for ExcellentEducation.21 The Department of Labor estimates thatattrition costs an employer 30 percent ofthe leaving employee’s salary. Usingnational data from the NationalCommission on Teaching and America’sFuture, the Alliance for ExcellentEducation estimates that each teacher leavinga school costs the district $12,546.(Average teacher salary in 1999–00 =$41,820 x .30 = $12,546.) In the 1999–00school year, approximately 207,370 teachersleft the profession, not includingretirees. Thus, the number of leavingteachers (207,370) multiplied by the averagecost of attrition ($12,546) yields thetotal cost of attrition at $2.6 billion($2,601,664,020).22 Ingersoll, Is There Really a Teacher Shortage?23 Anthony Villar, Measuring the Benefits andCosts of Mentor-Based Induction: A Value-Added Assessment of New Teacher EffectivenessLinked to Student Achievement (Santa Cruz,CA: New Center, 2004).24 Thomas Smith and Richard Ingersoll,“What Are the Effects of Induction andMentoring on Beginning TeacherTurnover?” American Educational ResearchJournal 41:2 (Summer 2004).25 David Berliner, “A Personal Response toThose Who Bash Teacher Education,”Journal of Teacher Education 51:5(November/December 2000). OmarLopez, “Classroom Diversification: AnAlternative Paradigm for Research inEducational Productivity,” Ph.D. diss.,University of Texas at Austin, 1995. CarlaClaycomb and Willis D. Hawley, Recruitingand Retaining Effective Teachers for UrbanSchools (National Partnership forExcellence and Accountability in Teaching,March 2000).26 Anthony Villar, Measuring the Benefits andCosts of Mentor-Based Induction.27 Smith and Ingersoll, “What Are theEffects of Induction and Mentoring onBeginning Teacher Turnover?”28 Beyond Islands of Excellence: What DistrictsCan Do to Improve Instruction and Achievementin All Schools (Washington, D.C.: LearningFirst Alliance, 2003). Susan Kardos, “NewTeachers’ Experiences of Mentoring,64
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