Coaching effects do not differ significantly across school levels, and in-person versus virtual delivery shows no significant difference¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Effects estimated separately for pre-kindergarten, elementary, middle, and high school show no statistically significant differences across schooling levels for either outcome. → Kraft 2018 q2 i? Coaching delivered in person versus virtually shows no significant difference in effect sizes, though standard errors are too large to rule out moderately sized differences. → Kraft 2018 (2)

Evidence¶

Kraft 2018¶

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268

q2 · i? · quant-synthesis · r2

Meta-analytic regressions estimating effects separately for pre-kindergarten, elementary, middle, and high school programs (Table 3); no coefficient across schooling levels differs significantly for either outcome.

"While treatment effects on student achievement appear larger for K-12 schools relative to pre-kindergarten programs, none of coefficients across schooling levels are statistically significantly different from each; this is true both for achievement and instructional outcomes."

Kraft 2018 (2)¶

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268

q2 · i? · quant-synthesis · r2

Exploratory meta-analytic regression comparing in-person and virtual coaching models across the 60 studies; the null is underpowered, so equivalence was not tested.

"We do not find any significant difference in effect sizes for coaching programs that were delivered in person or virtually, though our standard errors are too large to rule out even moderately sized differences."

Discussion¶

Related Claims¶

• A practitioner review reports a meta-analysis of causal coaching studies as finding positive effects of coaching on teachers' instructional practice and student achievement, though one contrasting study found coached teachers no more effective — related
• School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten — related
• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related
• Coaching can be effective in all delivery modes: face-to-face, distance, and a combination — related