A 93-hour content-intensive math PD program improved fourth-grade teachers' math content knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q4
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q4 i? Treatment teachers' knowledge scores were 7 points higher than control teachers' in fall and 6 points higher in spring, implying movement from the 50th to the 74th (fall) and 71st (spring) percentile. → Garet 2016

Evidence¶

Garet 2016¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on teachers' mathematical knowledge: The impact of content-intensive professional development (NCEE 2016-4010). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pubs/20164010

q4 · i? · causal · r2

Randomized experiment: grade 4 teachers from 94 schools randomly assigned within schools; final sample 165 teachers from 73 schools. Knowledge assessed with an adaptive NWEA-based test in fall 2013 and spring 2014; impacts statistically significant at the 0.05 level. The study reports "7 points higher" in fall and 6 in spring; no standardized effect size is printed.

"Treatment teachers' average knowledge score was 7 points higher than control teachers' average score in the fall and 6 points higher in the spring ( Figure 1)."

Discussion¶

Related Claims¶

• Content-intensive math PD produced a statistically significant, sustained gain in grade 4 teachers' math content knowledge (21 percentile points in spring) — possibly the same claim (merge candidate)
• The PD did not improve fourth-grade student math achievement; treatment students scored 2 percentile points lower on both measures — related
• The 93-hour PD was implemented with high fidelity, and treatment teachers received 95 more hours of math-related PD than controls — related
• The 93-hour PD was implemented with high fidelity and high teacher participation, creating a 95-hour contrast in math-related PD versus control — related
• The 93-hour PD was implemented with high fidelity, with 96 percent of Intel Math hours and 100 percent of the school-year components delivered — related
• The PD significantly improved the Richness of Mathematics dimension of instructional practice (23 percentile points) but not Student Participation or Errors and Imprecision in spring — related
• The spring knowledge impact was larger for teachers with higher baseline knowledge: significant for teachers 1 SD above average (34 percentile points) but not 1 SD below (8 points) — related
• The PD's spring impact on teacher knowledge was larger for teachers with higher baseline knowledge and not significant for those 1 SD below average — related
• Despite gains in teacher knowledge and practice, the PD did not improve student math achievement; treatment students scored 2 percentile points lower — related