The PD did not improve fourth-grade student math achievement; treatment students scored 2 percentile points lower on both measures¶

Claim · All claims
Evidence · 1 study · causal r2 · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Treatment teachers' students scored 2 percentile points lower than control students on both spring 2014 achievement measures; the difference was statistically significant for the state assessment but not the study-administered assessment. → 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

Spring 2014 outcomes: study-administered NWEA-aligned adaptive assessment (806 treatment, 891 control students) and state math assessment in Normal Curve Equivalents (1,760 treatment, 1,917 control students). The state-assessment difference was statistically significant at the 0.05 level; the study-administered one was not. No standardized effect size is printed.

"On average, treatment teach- ers' students scored 2 percentile points lower than control teachers' students on both spring 2014 stu- dent achievement measures (see Figure 3)."

Discussion¶

Related Claims¶

• A 93-hour content-intensive math PD program improved fourth-grade teachers' math content knowledge — related
• Despite gains in teacher knowledge and practice, the PD did not improve student math achievement; treatment students scored 2 percentile points lower — possibly the same claim (merge candidate)
• Content-intensive math PD produced a statistically significant, sustained gain in grade 4 teachers' math content knowledge (21 percentile points in spring) — 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