This report, a collaboration between the Center for Teaching Quality and the Aspen Institute Education and Society Program, is intended to inform those interested in UTRs generally and those who may want to consider urban teacher residencies as an additional pathway to improve teaching
quality in their community. It examines two of the most developed models3 – AUSL in Chicago and BTR in Boston – by surfacing evidence on the design and impact of the programs, identifying lessons learned, and analyzing the policy implications for sustaining and spreading this bold idea.