How Do State‐Level Induction and Standards‐Based Reform Policies Affect Induction Experiences and Turnover among New Teachers?

Abstract

Since the early 1980s, states have been increasingly active in setting policies that structure the initiation or “induction” of new teachers into teaching. This article uses the Schools and Staffing Survey merged with state‐level data collected for Education Week's “Quality Counts” reports to examine the impact of state policy on beginning teacher turnover. States that mandate participation in induction programs tend to have more beginning teachers mentored, although state‐level funding for these programs is not associated with increased mentorship. Requiring that beginning teachers and their mentors be matched by subject, grade, or school does not appear to ensure such a match, although states that have this requirement do have mentorship programs that are more effective at reducing turnover. Finally, states with stronger standards, assessments, and accountability systems have lower turnover among beginning teachers.

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