Educators have long cherished the idea that what a student learns in school will benefit them later in life. From 2013 to 2017, NTC received a federal grant to provide high intensity mentor support to new teachers in a large urban school district. We partnered with Metis Associates to compare the grant spending to the estimated monetary value of the observed effects of the program on student performance and teacher attrition. Metis developed the models described in this report and found that:

• Each dollar invested per student by the district realized a 141-fold benefit over a 30-year career, on average, resulting in higher tax levies to support the district.
• Each dollar invested in NTC’s teacher induction resulted in a 22 cent return the following year due to reduced teacher attrition.
• Each dollar invested would see a $2.43 return to city/state coffers over the same time period as above.

These findings should also be of particular interest to policymakers because of the inequitable distribution of new teachers within school districts in the United States. For example, we estimate that in the school district we studied, white students make up 10.3% of the students not served by new teachers in a given year and only 8.8% of the students with new teachers.