Long Beach schools with assigned math coaches showed markedly and disproportionately rising CAASPP scores, though causation could not be tied to coaching¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Long Beach Unified, CAASPP math scores rose markedly and disproportionately in district schools where coaches were assigned, but the report states achievement outcomes cannot be definitively tied to any one district effort. → Perry 2019

Evidence¶

Perry 2019¶

Perry, R., Marple, S., & Reade, F. (2019). Educators collaborating to improve mathematics: Three structures that mattered in Math in Common districts. San Francisco, CA: WestEd. https://www.WestEd.org/permissions

q2 · i? · design · r1

Observational account in the report's View from the Field text box on Long Beach's targeted coaching at its 27 lowest-performing elementary and K-8 sites starting in 2016-17. The authors report CAASPP scores "rose markedly and disproportionately" in coach-assigned schools; no effect size or test statistic is printed.

"While it is not possible to definitively tie student achievement outcomes to any one district effort or intervention, it is notable that CAASPP scores rose markedly and disproportionately in district schools where coaches were assigned."

Discussion¶

Related Claims¶

• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — the general claim this finding bears on, with the studies behind it
• A district math administrator reported that schools supported by coaches with mathematics expertise showed greater gains and stronger collaborative structures than schools without such support — related
• High-dosage tutoring, frequent teacher feedback and coaching, and data-driven instructional practices show moderately strong evidence of association with charter-school achievement impacts — a broader claim this one bears on
• Elementary schools in Math in Common districts exceeded predicted CAASPP mathematics performance at significantly higher rates than other California schools between 2016 and 2018 — related
• English learners in nearly all MiC districts showed stronger annual CAASPP mathematics gains than their statewide peers from 2015 to 2017 despite remaining mostly at the lowest achievement level — related
• Student cohorts in several MiC districts showed consistently higher mathematics achievement than the statewide average from 2015 to 2017, with wide district variability — related
• Statewide California mathematics achievement on the CAASPP was mostly stagnant from 2015 to 2018 and lagged behind English language arts gains — related