The program's achievement effects were estimated statewide using nine years of longitudinal math and reading scores from 524 Missouri school districts¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study's evidence base is a longitudinal district-level dataset covering 524 Missouri school districts across nine years of math and reading scores. → Kevin Booker 2009

Evidence¶

Kevin Booker 2009¶

Kevin Booker, Steven Glazerman. (2009). Does the Missouri Teacher Career Ladder Program Raise Student Achievement? Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/does-the-missouri-teacher-career-ladder-program-raise-student-achievement

q2 · i? · associational · r?

Descriptive statement of the study design as printed on the publication page: a longitudinal analysis of "district math and reading scores for 524 Missouri school districts over a nine-year period." The page prints no further design detail, sample restrictions, or model specification.

"using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period"

Discussion¶

Related Claims¶

• School district participation in the Missouri Career Ladder Program tends to increase teacher retention in the district and the profession, especially for mid-career teachers — related
• The Missouri Teacher Career Ladder Program shows estimated effects on student math and reading achievement ranging from small positive effects to no effect — related
• Small career-ladder bonuses can affect teacher behavior without necessarily producing large effects — related