New Findings on the Retention of Novice Teachers from Teaching Residency Programs

NCEE Evaluation Brief
Publisher: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
Aug 19, 2015
Tim Silva, Allison McKie, and Philip Gleason

Key findings from the study include:

  • TRP teachers were more likely to remain teaching in the same district than non-TRP teachers with similar teaching placements.
  • School-retention rates were similar between the two groups of teachers.
  • TRP teachers who moved to different schools in the same district tended to join ones where a similar proportion of students were from low-income families, a lower percentage were black, and achievement was higher.

This brief updates earlier study findings (Silva et al. 2014) regarding the extent to which teachers trained through teaching residency programs (TRPs) funded through the U.S. Department of Education’s Teacher Quality Partnership grants program are retained in their districts and schools. TRPs prepare new teachers primarily through a year-long residency in a high-need school and integrated coursework leading to a master’s degree. This brief examines two cohorts of novice TRP teachers—those who were in their first year of teaching and those who were in their second year of teaching during the 2011–2012 school year. It looks at the rates at which the TRP teachers were retained in the same district or the same school as of fall 2013. To provide contextual information, the study also includes a representative sample of teachers who were in their first or second year of teaching during the 2011–2012 school year and were trained through other (non-TRP) programs. The retention analyses focus on teachers from six districts served by 12 TRPs.


Study of Teaching Residency Programs


U.S. Department of Education

Time Frame


Senior Staff

Philip Gleason
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Allison McKie
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