Notes

[21] It should be noted that induction programs have great variability in terms of program goals, content, duration, and format. This variability cannot be addressed by using the SASS data.

[22] Similar results have been reported elsewhere (Choy, Chen, and Bugarin 2006; Scotchmer, McGrath, and Coder 2005). This finding suggests that schools and districts, and perhaps teachers themselves, were attempting to address the needs of teachers in high-minority and high-poverty schools.

[23] The amount of time teachers devoted to professional development was generally not associated with schools' minority enrollment and poverty levels.

[24] Teacher participation in various formats of professional development was generally not significantly associated with schools' minority enrollment and poverty levels.

[25] Teacher participation in these activities was generally not significantly related to schools' minority enrollment and poverty levels.