This brief updates earlier study findings 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.
Related Publications for Allison McKie
New Findings on the Retention of Novice Teachers from Teaching Residency ProgramsAug 19, 2015
Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need SchoolsNov 19, 2014
In 2008, Congress created the Teacher Quality Partnership Grant Program to fund alternative training programs that draw highly qualified teachers to high-need schools. Funded under this grant, teaching residency programs (TRPs) are designed to attract new teachers to the profession. The programs offer...
An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) After Four YearsMar 07, 2012
Mathematica's final report on the Chicago Teacher Advancement Program (Chicago TAP) found that the program did not raise student math or reading scores, but it increased teacher retention in some schools.
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact ReportMay 17, 2010
This report details second-year results from Mathematica’s study on Chicago Public Schools’ Teacher Advancement Program (TAP), a Teacher Incentive Fund grantee.
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact ReportApr 27, 2009
The Teacher Advancement Program (TAP), a whole-school intervention that aims to improve schools by raising teacher quality, provides teachers with opportunities for professional growth, promotion to school leadership roles without leaving the classroom, structured feedback, and performance-based compensation....
Evaluation of the Teacher Advancement Program (TAP) in the Chicago Public Schools: Study Design ReportNov 14, 2007
Recent evidence has confirmed that teacher quality is a critical component in student achievement.