One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), emphasizes the importance of teacher quality in student improvement. Title II, Part A of ESEA--the Improving Teacher Quality State Grants program--provides nearly $3 billion a year to states to train, recruit, and prepare high quality teachers. The implementation of teacher induction programs is one allowable use of these funds. Current discussions on the reauthorization of NCLB argue for a continued focus on supporting teachers through professional development opportunities and teacher mentoring programs, with a call to fund "proven models" to meet these objectives. In addition, the Higher Education Opportunity Act of 2008 authorizes grants that include teacher induction or mentoring programs for new teachers. These initiatives highlight the need to conduct rigorous research to determine whether comprehensive teacher induction programs produce a measurable impact on teacher retention and other positive outcomes for teachers and students. The National Center for Education Evaluation and Regional Assistance within the U.S. Department of Education's Institute of Education Sciences (IES) contracted with Mathematica Policy Research (MPR) to address this issue by evaluating the impact of structured and intensive teacher induction programs over a three year time period, beginning when teachers first enter the teaching profession. An earlier report (Glazerman et al. 2008) presented results from the first year of the evaluation. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year. Appendices include: (1) Analytic Methods; (2) Supplementary Figures: Impacts by District; (3) Sensitivity Analyses and Supplemental Tables for Chapter V; (4) Sensitivity Analyses and Supplemental Tables for Chapter VI; (5) Impacts on Teacher Preparedness (Two-Year Districts); and (6) Sensitivity Analyses for Chapter VII. (Contains 105 tables, 22 figures and 59 footnotes.) [For the "Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034," see ED503061.].