In elementary grades, students in schools with extensive standards-related professional development reported significantly larger improvements in academic demand, rigor, instructional clarity, and teacher support than students in schools with limited professional development¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? By the early implementation period, improvements in all four instructional domains were significantly larger in extensive-PD schools than limited-PD schools, by about one-tenth of a standard deviation. → Julia A. Gwynne and Sarah Cashdollar 2018

Evidence¶

Julia A. Gwynne and Sarah Cashdollar 2018¶

Julia A. Gwynne and Sarah Cashdollar. (2018). Changes in Math Instruction and Student Outcomes since the Implementation of Common Core State Standards in Chicago. UChicago Consortium working paper. https://consortium.uchicago.edu/publications/changes-math-instruction-and-student-outcomes-implementation-common-core-state

q2 · i? · causal · r2

Difference-in-difference analysis of My Voice, My School student survey responses (grades 6-8, 2010-11 through 2016-17) from three-level hierarchical linear models comparing schools by PD level; improvements were "by about one-tenth of a standard deviation."

"By the early implementation period, improvements in all four instructional domains were significantly larger in schools where teachers reported extensive standards-related professional development than in schools with limited professional development, by about one-tenth of a standard deviation."

Discussion¶

Related Claims¶

• Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — the general claim this finding bears on, with the studies behind it
• Deep Support schools showed significantly larger test-score improvements but smaller improvements in academic demand, teacher support, and elementary grades than non-Deep-Support schools — related
• In high schools, extensive-PD schools started with significantly lower rigor and teacher support but closed the gap by early implementation, while academic demand and clarity improved at rates comparable to limited-PD schools — related
• Math course passing rates improved significantly more in elementary schools with extensive professional development, while course grades improved at similar rates across PD levels — related
• In Chicago middle grades, schools with more extensive CCSS-M professional learning showed significantly greater post-implementation improvements in instructional practices, math grades, pass rates, and test scores — related
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning — related
• Elementary teachers were more likely than high school teachers to report that standards-related professional development had extensive impact on their teaching practices — related
• Eleventh-grade ACT math scores changed similarly across schools regardless of their level of standards-related professional development — related