OAKLAND — The Oakland Unified School District must do a better job supporting and retaining new teachers, according to a report by an educational advocacy group that found that nearly three-quarters of new teachers left the district within five years of being hired.

About 71.5 percent of teachers who joined the school district left, quit or were let go within five years, according to a GO Public Schools data analysis that studied the 2004-05 through 2011-12 school years. It is based on data from the district’s new teacher support and development office.

The high turnover rate is the result of teachers in Oakland not getting the support they should, said Jennie Herriot-Hatfield, who is a teacher at Think College Now. She is among a group of GO Public Schools teaching fellows who issued two recent reports on the issue of improving teacher retention and leadership in the district, which it hopes will be considered during upcoming bargaining talks for a new teachers contract.

“New teacher support is pretty uneven across the district,” she said. “Some will get really excellent support, and some may not, based on the strength of the school leadership and whether a mentor teacher is available. But we think that equity is important across the schools to ensure that students have access to effective teachers and mentors.”

Although about one in five Oakland school district teachers are in their first or second year teaching at the district, only 0.2 percent of the school district’s budget is for supporting them, the report says.

About $1.4 million of the district’s $730 million budget is dedicated to teacher recruitment and retention, according to the district’s budget in the final version of its 2016-2017 Local Control Accounting Plan, said Raymonde Charles, a GO Public Schools Oakland spokeswoman.

However, Oakland school district officials questioned these figures, saying its Teacher Retention Dashboard tells a very different story, with annual retention rates for all of its teachers that hover around 80 percent every year dating back to 2006-2007. And Jeanette Wickelgren, the district’s manager of human capital strategic initiatives, said the GO Public Schools numbers were old, and her office is working on doing a similar analysis that could be available in a few weeks.

However, the teacher retention dashboard is based on overall districtwide teacher retention, which includes both veteran, mid-level and new teachers, rather than following new teachers as their careers progress in the first five years, Charles said.

Among the group’s other recommendations in its two reports released in January are that new teachers should be given access to teaching mentors in navigating the challenges of working with students who have experienced trauma or are considered at-risk, as well as developing effective curriculum. It also said that a standardized exit interview should be conducted with every teacher who chooses to leave the district.

“When teachers have a really rough couple of years, it makes it hard to stick it out, so we think that increasing teacher support will go a long way in increasing teacher retention,” Herriot-Hatfield said.