From the 2018-19 Research Brief on MTR
by Shelby County Schools
“The analyses presented here show that in 2018–19, MTR teachers in their first three years of SCS teaching outperformed their non-MTR counterparts by significant margins on four very different measures of teaching effectiveness: student growth on achievement tests, observation of practice, professionalism, and student perceptions. These findings are consistent with those of the previous seven MTR evaluations. Taken as a whole, the empirical record on MTR’s program effectiveness indicates that MTR has been dependably achieving its primary mission since its establishment a decade ago: that is, to provide Memphis high-need schools with effective teachers.“
In First 3 Years of Teaching
In First 3 Years of Teaching
While there is significant variation in student growth among MTR-trained new teachers and similar variation among other new teachers, the student growth (TVAAS) average across all new MTR-trained teachers has consistently been about 1/2 standard deviations higher than the average for other SCS new hires. This difference is not only statistically significant but also meaningful in terms of students’ lifetime outcomes. This year’s results are consistent with the higher student growth shown in prior SCS reports on MTR.
Earning 88% of Points Possible
Observation Scores & Student Growth
Placement & Retention Rates
Diversity & High-Need Subject Areas
Out of 39 teacher preparation programs in the state, Memphis Teacher Residency is one of three earning the exceeds expectations performance level in each area evaluated. This is our second year in a row of earning the top performance category in each area of evaluation.
MTR is one of three programs in Tennessee that train more graduates with above average early-career TVAAS than graduates with below average early-career TVAAS.
MTR graduates are the most likely of any new teachers hired in Tennessee to complete three years in Tennessee public schools. This is in part due to the three-year service requirement after residency completion but it also speaks to the support that MTR teachers receive after graduation.
Our recent Shelby County Schools evaluation went into detail summarizing past reports and showing consistent results in providing partner schools with effective new teachers. These results are shown here alongside results from the TN Teacher Preparation Report Card over the same time period. The report card has changed its metrics and methodology multiple times over these years, yet our program is consistently identified as being among the most effective programs in the state.
From a 2019 Research Study on Ancillary Benefits of Residency Programs
Research funded by Overdeck Family Foundation
(MTR results published under pseudonym)
This 2019 research study analyzes three residency programs looking for residency-year effects on student growth. The study shows that MTR residents have residency-year impacts on student growth even before they graduate and have their own classroom.
In this study, the average MTR mentor TVAAS index showed significant and sizable improvements during the year they host a resident when compared to a baseline of their own prior-year TVAAS. As is illustrated in the graphic, MTR recruits mentors with a baseline of higher than average student growth (1.0 units higher than average) and this student growth typically improves significantly during the year they have a resident in their classroom (0.65 to 0.83 units).
As demonstrated here, a student in a classroom served by an MTR mentor and resident typically grows more than they would have in the same mentor teacher’s classroom if no resident had been present. Rather than being slowed down by the training happening in their classroom, they are propelled forward by the addition of a second teacher in their classroom!
Classes of 2010-2020
Classes of 2010-2017, as of May 2020
Serving in a teacher, school leader or other K-12 role.
This compares favorably to published retention rates of new teachers in Memphis:
“Twenty percent of new teachers leave [the district] after their first year, and more than 40% leave within three years. This three-year teacher attrition rate is particularly high for middle and high schools (42% and 52% respectively).”
Source: Memphis City Schools Teacher Effectiveness Proposal submitted July 31, 2009
Over 90% of MTR graduates complete their 3-year commitment where historically less than 60% of district hires teach for at least three years. Ultimately, principals who hire MTR graduates are significantly less likely to need to rehire that same position over the next several years. With a median career in Memphis education of 6.4 years, over 50% of graduates are still working in Memphis high-need classrooms and leadership positions in their 6th year after graduation.
Students taught this year
We estimate that approximately 12,000 students will have at least one MTR teacher this year, over 10% of the public school students in Memphis.
There are 350 MTR residents and graduates working in high-need Memphis schools this year, 22 in leadership or administrative positions.
Millions in additional future income invested into students this year
Our return on investment estimates suggest that the above-average growth seen by the 12,000 students served this year will translate into approximately $130 million in additional future income for the students served.
edTPA is a performance-based, subject-specific assessment used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom. Tennessee requires a passing edTPA score in order to earn initial teacher licensure, and MTR residents had a significantly higher edTPA average than the national average. 100% of residents taking edTPA so far have passed on their first submission.
Average edTPA Score, 2020 Cohort
The TN passing score is 40, and the national average is 44.
From the 2020 Teach901 Partner School Survey
Conducted by Teach901
In a survey conducted by Teach901, over 2,000 teachers in Memphis priority schools were asked about perceived effectiveness of their teacher preparation programs. Of the MTR graduates who responded, 98% agreed with the statement, “My teacher preparation program prepared me for my current teaching position.” This compares positively to the 83% of respondents overall who agreed with the statement. This is the 8th year in a row that MTR has had the highest percent of graduates agreeing they were adequately prepared by their teacher preparation program compared to other preparation routes on the survey.
MTR Graduates Agreeing They
Were Prepared for Current Position
Compared to 83% Overall
average months of growth in Reading A-Z level
average growth in sight words recognized
of campers believed they were learning at MTR Camp
of campers want to come back to camp next year
of 2018 camp interns had more clarified career plans after internship
of last two residency classes are previous camp interns