Academy graduates report feeling more empowered and staying on the job longer¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? The Academy's co-director credits it with helping special education directors feel more empowered and improving the likelihood that they stay on the job. → Academy Breaks the Isolation of Special Education Directors 2014
Evidence¶
Academy Breaks the Isolation of Special Education Directors 2014¶
Academy Breaks the Isolation of Special Education Directors. (2014). WestEd R&D Alert, Vol. 14, No. 3. https://eric.ed.gov/?id=ED559625
q1 · i? · design · r1
Practitioner-article account of the Academy's outcomes, based on program leaders' and graduates' testimony rather than a controlled evaluation. Marks credits the program with helping directors "feel more empowered" and improving retention likelihood.
"Citing the Academy's ten-year track record, Marks credits it with helping special education direc - tors "feel more empowered," and improving the likelihood that they stay on the job."
Discussion¶
Related Claims¶
- In a recent survey, 100 percent of polled Academy graduates said they would recommend participation to a colleague — related
- Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — a broader claim this one bears on
- A facilitated Community of Practice helped isolated state American Indian Education Directors build relationships that broke down silos and combated professional isolation — related
- Check & Connect has statistically significant positive effects on staying in school for high school students with disabilities — related
- Career Academies show no discernible effects on staying in school: about 10% of academy students dropped out before the end of grade 12 versus about 12% of comparison students (effect size 0.14, not statistically significant or substantively important). — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
academy-graduates-empowered-retention |
title |
Academy graduates report feeling more empowered and staying on the job longer |
description |
Academy graduates report feeling more empowered and staying on the job longer |
status |
review |
evidence_strength |
weak |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — academy-breaks-the-isolation-of-special-education-directors-2014 |
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