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Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency

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Figure

Figure 1. Percentage of first-year BTR and non-BTR teachers who remain teaching in BPS to  years 2, 3, 4 and 5, with asterisks to denote statistically significant between-group differences
Figure 2. Average value-added for BTR and non-BTR teachers, relative to BPS teacher with 6+
Figure 3. Distribution of teacher value-added estimates for novice teachers, for BTR and non- non-BTR teachers in mathematics (top panel) and ELA (bottom panel)
Table 1-B. Number of BTR and non-BTR teachers in the grades 4-8 value-added samples,  overall  and by year.
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