The PD significantly improved the Richness of Mathematics dimension of instructional practice (23 percentile points) but not Student Participation or Errors and Imprecision in spring¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Treatment teachers demonstrated Richness of Mathematics at a mid or high level during 63 percent of a typical lesson versus 46 percent for control teachers, a statistically significant 17-percentage-point difference. → Garet 2016 q4 i? Spring impacts on Student Participation in Mathematics and Errors and Imprecision were in the expected direction but not statistically significant (improvement of 6 and −9 percentile points). → Garet 2016 (2) q4 i? Student Participation in Mathematics showed a statistically significant fall impact (11 percentile points) that was not sustained into the spring. → Garet 2016 (3)

q4 i? Average treatment teachers demonstrated Richness of Mathematics at a mid or high level during 63 percent of a typical lesson versus 46 percent for control teachers, a statistically significant difference. → Garet 2016

q4 i? Impacts on Student Participation in Mathematics and Errors and Imprecision were in the expected direction but not statistically significant. → Garet 2016 (2)

Evidence¶

Garet 2016¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development, executive summary (NCEE 2016-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q4 · i?

Spring 2014 MQI scoring of video-recorded lessons (79 treatment teachers with 158 lessons; 86 control teachers with 172 lessons). The report states this 17 percent difference corresponds to an improvement of 23 percentile points, significant at the 0.05 level.

"An average treatment teacher demonstrated Richness of Mathematics at a mid or high level during 63 percent of a typical lesson, compared with 46 percent for an average control teacher"

Garet 2016 (2)¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development, executive summary (NCEE 2016-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q4 · i?

Same spring 2014 MQI video analysis; the report notes a negative impact on Errors is expected because it corresponds to a decrease in Errors and Imprecision. No effect sizes beyond improvement indices are printed.

"The impact on Student Participation in Mathematics and Errors and Imprecision in the spring was in the expected direction but not statistically significant (improvement of 6 and −9 percentile points"

Garet 2016 (3)¶

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development, executive summary (NCEE 2016-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q4 · i? · causal · r2

Fall 2013 MQI video analysis from the same RCT, measured after Intel Math but before the Mathematics Learning Community and Video Feedback Cycles. The report also states impacts on practice did not vary by teachers' prior math knowledge.

"We also observed a statistically significant impact on Student Participation in Mathematics in the fall (after Intel Math but before the other two PD components) corresponding to an improvement index of 11 percentile points, but it was not sustained into the spring"

Discussion¶

Related Claims¶

• A 93-hour content-intensive math PD program improved fourth-grade teachers' math content knowledge — related
• The PD did not improve fourth-grade student math achievement; treatment students scored 2 percentile points lower on both measures — related
• Content-intensive math PD produced a statistically significant, sustained gain in grade 4 teachers' math content knowledge (21 percentile points in spring) — related
• The 93-hour PD was implemented with high fidelity, with 96 percent of Intel Math hours and 100 percent of the school-year components delivered — related
• Teacher knowledge and most instructional-practice dimensions were not correlated with student achievement; only Errors and Imprecision was, at −0.20 — related
• Despite gains in teacher knowledge and practice, the PD did not improve student math achievement; treatment students scored 2 percentile points lower — related
• The 93-hour PD was implemented with high fidelity, and treatment teachers received 95 more hours of math-related PD than controls — related
• Mathematics and science PD interventions causally improve in-service teachers' knowledge and classroom instruction, with a pooled average impact estimate of +0.52 SD across randomized studies — a broader claim this one bears on