Exploratory analyses found classroom practice positively associated with student achievement, but no association between the leadership measures and achievement¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Classroom practice was positively associated with mathematics achievement (0.06 for CLASS, 0.07 for FFT) and reading achievement (0.03 for both rubrics). → Garet 2017 q2 i? Exploratory analyses found no association between the study's leadership measures and achievement. → Garet 2017 (2)

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q2 · i? · causal · r2

Exploratory correlational analysis controlling for students' prior achievement and background characteristics; the article states the study "was not designed to provide a rigorous causal test" of the theory of action linking practice to achievement.

"We found an association with students' mathematics achievement of 0.06 for classroom practice as measured by the CLASS and 0.07 as measured by the FFT."

Garet 2017 (2)¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals, Executive Summary (NCEE 2018-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q2 · i? · causal · r3

Exploratory analysis of the principal leadership survey measures against student achievement; no association was found, so the leadership pathway of the theory of action was not supported in these analyses.

"Similar exploratory analyses found no association between the study measures of leadership and achievement."

Discussion¶

Related Claims¶

• The feedback intervention improved teachers' classroom practice as measured by the CLASS rubric (50th to 57th percentile) but had no statistically significant impact on practice measured by the FFT rubric — related
• FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — related
• Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added) — related