The PD's spring impact on teacher knowledge was larger for teachers with higher baseline knowledge and not significant for those 1 SD below average¶

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

Subclaims¶

q4 i? For teachers with baseline knowledge 1 SD above average, the spring impact was a 34 percentile-point improvement index and statistically significant; for teachers 1 SD below average it was 8 percentile points and not statistically significant. → Garet 2016

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 (NCEE 2016-4010). 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

Differential-impact analysis of the randomized trial using baseline knowledge scores standardized with the control-group mean and SD. The report concludes the initial boost from Intel Math "was not sustained for teachers who began the PD with lower levels of knowledge."

"the estimated impact of the PD on spring teacher knowledge was positive and statistically significant for teachers with a baseline knowledge score 1 standard deviation above average (improvement index of 34 percentile points) but was not statistically significant for teachers with a baseline knowledge score 1 standard deviation below average (improvement index of 8 percentile points)."

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) — a broader claim this one bears on
• The spring knowledge impact was larger for teachers with higher baseline knowledge: significant for teachers 1 SD above average (34 percentile points) but not 1 SD below (8 points) — possibly the same claim (merge candidate)