States broadened measures for identifying struggling schools while more districts reported improvement activities, particularly teacher professional development¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
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.
q2 i? States broadened the measures used to identify struggling schools, and more districts reported that these schools implemented improvement activities, particularly teacher professional development. → Gill 2020
Evidence¶
Gill 2020¶
Gill, B., Ross, C., Dillon, E., Li, A., Troppe, P., Isenberg, E., Milanowski, A., Garrison-Mogren, R., & Rizzo, L. (2020). The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017–18. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://www.mathematica.org/publications/the-transition-to-essa-state-and-district-approaches-to-implementing-title-i-and-title-ii
q2 · i? · associational · r?
Survey finding from the report's comparison of 2017–18 implementation with four years earlier. It reports that states "broadened the measures they used to identify struggling schools" and that more districts reported improvement activities, particularly teacher professional development.
"States broadened the measures they used to identify struggling schools, while more districts reported that these schools implemented activities to support improvement, particularly teacher professional development."
Discussion¶
Related Claims¶
- The guide assigns school districts three purposes for self-monitoring: reviewing for compliance, taking corrective action, and identifying assistance needs — related
- Improvement teams with representation from teachers, principals, and district leadership gained broader buy-in than teams missing any level — related
- Micro-credentials incorporate prominent features of effective professional development: they are content-focused, job-embedded, and incorporate active learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
essa-struggling-school-identification-broadened |
title |
States broadened measures for identifying struggling schools while more districts reported improvement activities, particularly teacher professional development |
description |
States broadened measures for identifying struggling schools while more districts reported improvement activities, particularly teacher professional development |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gill-2020 |
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