Despite gains in teacher knowledge and practice, the PD did not improve student math achievement; treatment students scored 2 percentile points lower¶

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? The statistically significant state-test difference was not robust: it was not statistically significant in any of the sensitivity analyses. → 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, 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

Sensitivity analyses reported in a footnote to the student achievement findings, varying sample definition and covariate inclusion for the state-test result.

"However, the statistically significant impact on state math assessment scores was sensitive to sample definition and the inclusion of covariates—it was not statistically significant in any of our sensitivity analyses"

Discussion¶

Related Claims¶

• The PD did not improve fourth-grade student math achievement; treatment students scored 2 percentile points lower on both measures — possibly the same claim (merge candidate)
• Content-intensive math PD produced a statistically significant, sustained gain in grade 4 teachers' math content knowledge (21 percentile points in spring) — related
• 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 — related
• A 93-hour content-intensive math PD program improved fourth-grade teachers' math content knowledge — related