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This work examines the impact of Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) -a teacher induction program - on graduation and subsequent retention of teachers through their first two years. The matched comparison group design involved 200 teacher residents across three cohorts. Positive impacts on retention rates were observed among Black educators only. Retention rates after two years of teaching were 71% for non-Black educators in both CREATE and comparison groups. For Black educators the rates were 96% and 63% in CREATE and comparison, respectively. Potential mechanisms for impacts are explored. Positive impacts on mediators among Black educators, including stress-management and self-efficacy in teaching, provide a preliminary explanation of effects.