Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · 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 i? In Year 1, participation in the PD programme significantly predicted a steeper slope of mathematics achievement growth (β = 0.15, p = .007), with Cohort 1 students gaining about 2.5 CMT points more than other cohorts. → Prast 2018
Evidence¶
Prast 2018¶
Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Differentiated instruction in primary mathematics: Effects of teacher professional development on student achievement. Learning and Instruction, 54, 22-34. https://doi.org/10.1016/j.learninstruc.2018.01.009
q3 · i? · causal · r2
Latent growth curve analysis (Model 2) of Cito Mathematics Test scores from 4751 Year 1 students in 30 schools, with PD participation as a predictor of the growth slope and cluster-robust standard errors. The article reports a significant but small positive slope effect; adding the intervention explained an additional 2% of slope variance.
"PD in Year 1 had a significant but small positive effect on the slope: β = 0.15, p = .007. Thus, students in Cohort 1 gained about 2.5 points more on the CMT in the course of Year 1 than students in the other cohorts (average growth is 14.4 points)."
Discussion¶
Related Claims¶
- In Year 2, the PD programme showed neither short-term effects for newly trained teachers nor long-term effects for previously trained teachers — related
- The Year 1 PD effect on achievement growth was similar for low-, average- and high-achieving students, with no evidence of differential effects — related
- Grade level, nonverbal intelligence, and working memory predicted mathematics achievement, explaining 88% of intercept variance but only 16-22% of slope variance — related
- Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pd-differentiation-year1-positive-growth-effect |
title |
Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007) |
description |
Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — prast-2018 |
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