Beginning in 2013, NTC launched a three-year, large-scale randomized control trial under an Investing in Innovation (i3) federal grant to test its original induction coaching model.¹

• Two years of induction support for teachers resulted in positive impacts on student achievement in ELA, the equivalent of approximately 2 to 3.5 additional months of learning, depending on the student’s grade level.
• Two years of induction support for teachers resulted in positive impacts on student achievement in mathematics, the equivalent of approximately 2.4 to 4.5 additional months of learning, depending on the student’s grade level.
• The frequency and duration of mentor-teacher meetings were positively correlated with the student achievement results.

In 2016, NTC received an i3 scale-up federal grant to test strategies for scaling its validated induction model in various district contexts.²

• This study detected NTC had a positive impact on teachers’ classroom practice in communicating with students. Framework for Teaching (FFT) measures of classroom practice were strongly related to math and ELA achievement.
• Students’ mathematics achievement was associated with the type of mentoring their teachers received. Math teachers who received the full frequency and duration of mentoring from an NTC-trained mentor saw higher math achievement among their students than treatment teachers who received less NTC mentoring.
• Additionally, when looking both within the treatment group and across treatment and control groups, there was a statistically significant relationship between instructionally focused mentoring activities and student mathematics achievement.
• NTC induction had a statistically significant impact on student ELA achievement in schools with high proportions of historically underserved students.

In 2014, NTC received a SEED federal grant to examine teacher improvement support differences between beginning and veteran teachers.³

• Results suggest that NTC support has some effects into teachers’ fourth year of teaching. Compared to veteran teachers, NTC-supported new teachers are more effective in the classroom.
• At the end of the first year of the SEED grant, the retention rate of new teachers was an impressive 94%.
• Similarly, the retention rate of new principals at the end of the first year of the grant was 99%.

In 2016, NTC received a SEED federal grant to test its instructional coaching model in two partner districts.⁴ 

• The results of the impact study showed some promise of the impact of the NTC instructional coaching model on teacher instructional practices, particularly related to the Engaging Students in Learning component of the Danielson Framework.

In 2019, NTC received a SEED federal grant to test how its evidence-based induction mentoring model could be translated to the preservice context.⁵ 

• There was a statistically significant positive impact on the Engaging Students in Learning component of the Danielson Framework; however, results should be interpreted with caution due to study attrition.
• The retention rate after two full years of induction support was 97% for treatment teachers and 93% for control teachers.
• In general, implementation was low in both districts — nonetheless, preservice teachers found the support they received from their NTC cooperating teachers valuable.
• Cooperating teachers valued the opportunities for discussion and collaboration provided through NTC’s supports.
• Mentor teachers appreciated the opportunity to connect with and learn from their peers at forums, and reported that regular interactions with lead mentors were particularly effective supports.
• Treatment-beginning teachers received more mentoring than control-beginning teachers, and mentoring was more likely to focus on high-leverage activities.
• Program teams indicated that participation in the SEED grant led to long-term structural and philosophical changes in how the districts planned to support preservice and beginning teachers.