Documenting the Distribution of Instructional Coaching Programs

Abstract

We present data from the Schools and Staffing Survey and the National Teacher and Principal Survey to document the prevalence of instructional coaching programs (ICPs) and consider how ICPs are distributed by school level, urbanicity, new teachers in a school, student enrollment, school poverty levels, student achievement levels, and state. We show that ICPs are most common in elementary schools, schools located in cities, schools with larger proportions of new teachers, larger schools, schools enrolling larger fractions of economically disadvantaged students, and schools with lower student achievement levels. Additionally, more affluent and higher achieving schools experienced the sharpest increase in ICPs over time.