MTP-S showed no statistically significant effect on general achievement during the intervention year¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? During the intervention year, the difference between the MTP-S group and the comparison group on SOL end-of-year scores was not statistically significant (effect size 0.04, improvement index +2, p > .05). → intervention-year

Evidence¶

intervention-year¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015, June). Teacher Training, Evaluation, and Compensation intervention report: MyTeachingPartner–Secondary. http://whatworks.ed.gov

q3 · i? · causal · r2

Randomized controlled trial in 12 Virginia middle and high schools; intervention-year analytic sample of 76 teachers and 1,267 students. Appendix C reports SOL means of 468.9 (MTP-S) vs 465.6 (comparison), effect size 0.04, improvement index +2, p-value > .05 — "not statistically significant".

"For the intervention year, the authors reported, and the WWC confirmed, that the difference between the MTP-S group and the comparison group at the end of the school year was not statistically significant."

Discussion¶

Related Claims¶

• MTP-S produced a positive, statistically significant effect on general achievement in the post-intervention year with a new student cohort — related
• WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence — related