The feedback intervention improved teachers' classroom practice as measured by the CLASS rubric (50th to 57th percentile) but had no statistically significant impact on practice measured by the FFT rubric¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment teachers scored 4.50 versus 4.39 for control teachers on the CLASS overall scale, an improvement index of 7 percentile points; the FFT contrast was not statistically significant. → Garet 2017 q3 i? In the four CLASS districts the impact on CLASS scores was 0.31 points (18 percentile points), with no significant impact on CLASS scores in FFT districts and no impact on FFT scores in either district group. → Garet 2017 (2)

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 · r2

Spring Year 2 video-recorded lessons (668 treatment and 793 control videos) coded with CLASS and FFT by trained observers, analyzed with three-level regression controlling for random assignment blocks and teacher background. The 0.11-point CLASS difference corresponds to "an improvement index of 7 percentile points".

"On average, treatment teachers received a score of 4.50 on the CLASS (on the 7-point CLASS scale), compared with 4.39 for control teachers."

Garet 2017 (2)¶

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 · r2

Subgroup analysis by district rubric type. Because districts chose their rubric rather than being randomly assigned, the article states it "cannot draw definitive conclusions about why an impact on classroom practice was found in CLASS but not in FFT districts".

"We found a 0.31-point impact on CLASS scores in the four CLASS districts (corresponding to an improvement index of 18 percentile points)."

Discussion¶

Related Claims¶

• A two-year performance feedback intervention improved teachers' classroom practice on one of two observation rubrics (50th to 57th percentile) but had no impact on practice as measured by the other rubric — possibly the same claim (merge candidate)
• Exploratory analyses found classroom practice positively associated with student achievement, but no association between the leadership measures and achievement — related
• The performance feedback intervention positively impacted both examined measures of principal leadership, including moving teachers from the 50th to the 60th percentile on teacher-principal trust in Year 1 — related