Students whose teachers attended one or two PLI professional learning courses gained more on SBAC, with larger gains for two sessions than one¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students whose teachers attended PLI PD sessions gained more than students whose teachers did not, and gains were larger for teachers attending two sessions than one. → Peters 2018

Evidence¶

Peters 2018¶

Peters, V., Means, B., Langworthy, M., Neufeld, P., Coe, R., Meehan, K., & Smith, S. (2018). Enabling Analytics for Improvement: Lessons from Year 2 of Fresno's Personalized Learning Initiative. Digital Promise. https://digitalpromise.dspacedirect.org/items/f5ad25ac-1bc9-4a05-9a4e-24c25ab19e8d doi:10.51388/20.500.12265/53

q2 · i? · associational · r2

Analysis of SBAC ELA and math gains by number of teacher-completed PLI PD classes (Figures 7 and 8; elementary n = 19,807, middle school n = 9,014), with statistically significant relationships marked. No effect sizes are printed.

"Figures 7 and 8 show that students whose teachers attended PLI professional development sessions gained more than students whose teachers did not, and that gains were larger for students of teachers who attended two sessions than for those whose teachers attended one session."

Discussion¶

Related Claims¶

• Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions — the general claim this finding bears on, with the studies behind it
• Achievement gains were highest for PLI Exemplar teachers, while PLI Partner school teachers' gains were not higher than non-PLI teachers districtwide — related
• HMH Personal Math Trainer use was associated with math gains in grades 4, 5, and 8 but negatively associated in grade 7, and teacher-created assignments showed the strongest association — related
• PLI students digitally collaborated significantly more than non-PLI students with the same technology access, and digital collaboration had a small significant association with SBAC scores — related
• PLI was associated with positive SBAC gains for African American, Hispanic, and Asian elementary students and no negative impact on any ethnic group — related
• PLI students outscored non-PLI peers on adjusted SBAC ELA and math assessments in most tested elementary and middle grades — related
• Principals' access to professional development is positively related to student gains in both ELA and mathematics, with the strongest and most consistent relationships in mathematics — related
• Dosage relationship: more assigned Edpuzzle videos associated with larger gains — related