WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3·i1small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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.
q3 i1 The WWC-computed average effect across the two time points is positive and statistically significant (domain average effect size 0.14, improvement index +6), yielding a rating of potentially positive effects with small extent of evidence. → domain-average
Evidence¶
domain-average¶
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 · i1 · quant-synthesis · r?
Systematic review finding for the general achievement domain: one study, 2,237 students in 12 schools. Appendix C prints a domain average effect size of 0.14 and improvement index +6, statistically significant; extent of evidence is Small.
"The WWC-computed average effect across the two time points is positive and statistically significant. The WWC characterizes these study findings as statistically significant positive effects."
Discussion¶
Related Claims¶
- MTP-S showed no statistically significant effect on general achievement during the intervention year — related
- Positive Action has positive effects on elementary school students' academic achievement, with a WWC domain average effect size of 0.37 and an improvement index of +14 percentile points — related
- Positive Action has positive effects on elementary school students' behavior, with a WWC domain average effect size of 0.51 and an improvement index of +19 percentile points — related
- UCSMP Algebra has potentially positive effects on the algebra domain, with mixed findings across two studies and a small extent of evidence — related
- UCSMP Algebra has potentially positive effects on general mathematics achievement for secondary students, with a small extent of evidence — related
- The WWC rated TEEMSS as having potentially positive effects on general science achievement with a small extent of evidence — related
- Spelling Mastery has potentially positive effects on writing for students with learning disabilities, based on two RCTs with a small extent of evidence — related
- The WWC rated Waterford Early Reading Program™ as having potentially positive effects on alphabetics, based on a substantively important average effect size with no statistically significant individual outcomes — related
- MTP-S produced a positive, statistically significant effect on general achievement in the post-intervention year with a new student cohort — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mtp-s-potentially-positive-general-achievement |
title |
WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence |
description |
WWC rates MTP-S as having potentially positive effects on general achievement, with a small extent of evidence |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — domain-average |
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