Induction programs address the chronic and severe teacher shortages by supporting new teachers during the critical attrition time period. This study examines the state policies of all 50 states and the District of Columbia to determine (1) the existence of state induction and mentoring statues, rules, and programs; (2) the content and range of elements contained in those state policies; and (3) the consistency of the elements contained in state policies with available scientifically based research practices for effective induction and mentoring. The study results identified 48 states that had current statewide induction and mentoring policies. Of the 48 states, 15 had policies that contained all elements, as identified in the extant research, of comprehensive programs. The study results revealed that state policies are found in state statutes, rules, and programs. Results highlighted the variability in the range and number of elements contained in those laws. The results also revealed that state policies do not substantively distinguish between special and general educators in their mandates. The findings suggest that state induction and mentoring policies are emerging in quantity and quality. Policymakers, researchers, and practitioners must work to ensure that state policies reflect current knowledge about the elements of induction and mentoring programs if they are to decrease teacher shortages and increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]