A Practitioner’s Guide to Responding to COVID-19 Series: Predicting the Impact of COVID-19 on Out-of-School Learning Loss
A Practitioner’s Guide to Responding to COVID-19 Series: Guides and Tools for State and Local School Administrators
A Practitioner’s Guide to Responding to COVID-19 Series: Successful Initiatives that Offset Out-of-School Learning Loss
A Practitioner’s Guide to Responding to COVID-19 Series: The Impacts of Extended Learning Programs on Academic Achievement
Structured Literacy and Typical Literacy Practices: Understanding Differences to Create Instructional Opportunities
This document is part of a snapshot series developed by the Center on Great Teachers and Leaders. This snapshot suggests that improving access to high quality educators for disadvantaged students in low performing school districts will aid in closing the achievement gap. This document briefly addresses the Every Student Succeeds Act (ESSA) definition of “evidence-based” and provides a figure to illustrate the ESSA levels of evidence. The evidence-based strategy of mentoring and induction is presented as a program that has been utilized to address equity gaps along with a description of evidence-based mentoring and induction practices and structures. The document provides a summary of recent evidence on mentoring and induction, including its effectiveness in improving new teacher performance and retention. The research provides a rationale for state leaders to support high quality mentoring and induction programs. This snapshot also provides specific areas where more research is needed to determine how mentoring and induction programs effect disadvantaged students and schools.
U.S. Department of Education