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¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? A Long Beach math administrator reported that schools supported by math-expertise coaches built stronger collaborative structures and showed greater gains in student math achievement than schools without this support. → Perry 2019
Evidence¶
Perry 2019¶
Perry, R., Marple, S., & Reade, F. (2019). Roadblocks and routes: Professional development in Math in Common districts. San Francisco, CA: WestEd. https://www.wested.org/permissions
q1 · i? · design · r1
Self-report by one district math administrator in Long Beach, quoted in the report: coach-supported schools showed "greater gains in student math achievement" and more frequent use of practices like productive struggle and academic discourse. Anecdotal, no effect size printed.
"schools that were supported by coaches with math expertise were able to build stronger collaborative structures and show greater gains in student math achievement, increases in teachers' confidence, and more frequent use of common instructional practices"
Discussion¶
Related Claims¶
- Long Beach schools with assigned math coaches showed markedly and disproportionately rising CAASPP scores, though causation could not be tied to coaching — related
- Collaborative Learning Improves Outcomes — related
- Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — 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 — related
- Schools where staff maintain strong relationships and collaborate frequently are more effective in supporting student learning and well-being, and collaboration and teacher leadership approaches contribute to staff retention — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
math-expertise-coaches-associated-greater-gains |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — perry-2019 |
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