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How do the professional experiences of new teachers differ in high- and low-income schools, and what are the implications for teacher retention? That's the focus of a recent study by Susan Moore Johnson and colleagues, summarized in this "Research Brief" (12/7/04) at the ASCD website. The researchers defined schools where more than 50 percent of the students qualified for free or reduced-price lunch as low income, and schools where less than 15 percent of students qualified for such programs as high income. Not surprisingly, perhaps, they found that "New teachers in high-income schools are much more likely to benefit from an employment process that aligns with their teaching areas, and experience strong, well-designed mentoring support."

You can reach the homepage of ResearchBrief following this link.

Laitsch, D. (2004). Characteristics of new teacher support in high- and low income schools. ResearchBrief (7 Dec. 2004, Vol 2. No. 25). Retrieved from ASCD 15 Apr 2008. Link: http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.03e1753c...

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