Coaching effects on instruction and achievement are positively correlated, but large instructional improvements are needed for modest achievement gains¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Across 20 studies reporting both outcomes, the weighted correlation between averaged instruction and achievement effect sizes is 0.37 (p = .16). → Kraft 2018

Evidence¶

Kraft 2018¶

Kraft, M.A., Blazar, D., Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268

q2 · i? · the printed figure is a between-study correlation of effect sizes (r = 0.37, p = .16), not an effect size for a finding · quant-synthesis · r3

Between-study weighted correlation using averaged effect sizes per research project; the printed correlation is r = 0.37 (p = .16). Exploratory because the instruction-achievement relationship itself cannot be interpreted causally within these data.

"Across a small sample of 20 studies from 16 research projects that included both outcome measures, the strength of the weighted correlation between averaged effect sizes on instruction and achievement is 0.37 (p = .16; see also Figure 3)."

Discussion¶

Related Claims¶

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