Susan M. Johnson|Susan M. Kardos|David Kauffman|Edward Liu|Morgaen L. Donaldson
The support gap: New teachers' early experiences in high-income and low-income schools
Harvard University Press|Brandeis University|Harvard University Press|Rutgers Sexual and Reproductive Health and Rights|Harvard University Press
article authors consider three sources support new teachershiring practices relationships colleagues curriculumall found earlier research influence new teachers satisfaction work sense success students eventual retention job find support gap exists new teachers lowincome schools less likely counterparts highincome schools experience timely informationrich hiring benefit mentoring support experienced colleagues curriculum complete aligned state standards yet flexible use classroom patterns difference highincome lowincome schools warrant careful consideration reveal broad patterns inequity severe consequences lowincome students survey data study collected random samples teachers five states one survey focusing hiring practices teachers relationships colleagues administered 374 firstyear secondyear teachers florida massachusetts michigan second survey focusing curriculum administered 295 secondyear elementary school teachers massachusetts north carolina washington inequitable patterns support teachers reported important implications work state policymakers school district administrators principals authors describe offer recommendations policy practice conclusion