The feedback intervention raised students' mathematics achievement in Year 1 by about four weeks of learning, with a similar but non-significant cumulative effect in Year 2 and no significant reading/ELA effect in either year¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Year 2 mathematics impact (2.3 percentile points) was similar in magnitude but not statistically significant (p = 0.055); reading/ELA impacts (0.4 and 1.0 points) were not significant in either year. → Garet 2017

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Year 2 estimates represent the cumulative two-year impact, controlling for baseline achievement. The article states there is "no evidence that the cumulative impact on achievement increased from the first to the second year".

"In Year 2, in mathematics, students in treatment schools scored at the 51.2nd percentile, compared to the 48.9th percentile for control students, a 2.3-point difference, similar in magnitude to the impact in Year 1 but not statistically significant (p = 0.055)."

Discussion¶

Related Claims¶

• The intervention had a positive impact on Year 1 mathematics achievement of about four weeks of learning, with a similar but non-significant Year 2 impact and no significant reading/ELA impact in either year — possibly the same claim (merge candidate)
• Providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement, with positive cumulative impacts on math or reading in some years — a broader claim this one bears on
• Recent IES evaluations detected impacts well below Cohen's 0.20 SD 'small' benchmark — related
• The feedback intervention improved principal leadership, raising teacher-principal trust in Year 1 and both instructional leadership and trust in Year 2 — related