Claims

A random assignment study examined how providing coaching and support to schools to help them use student data to inform teachers' instruction affects teachers' practices and student achievement

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The evaluation used a random assignment design to examine whether providing coaching and support to schools for using student data to inform instruction affects teachers' practices and student achievement. → Philip Gleason 2019

Evidence

Philip Gleason 2019

Philip Gleason, Sarah Crissey, Greg Chojnacki, Marykate Zukiewicz, Tim Silva, Sarah Costelloe, Fran O'Reilly. (2019). Evaluation of Support for Using Student Data to Inform Teachers’ Instruction—Executive Summary. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-executive-summary

q3 · i? · causal · r?

The executive summary describes the study's design: it is 'a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers’ instruction affects teachers’ practices and student achievement.' No findings, sample sizes, or effect sizes are printed in the supplied text.

"presenting findings from a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers’ instruction affects teachers’ practices and student achievement"

Discussion

Page metadata
Field Value
type claim
id random-assignment-study-data-use-coaching-effects
title A random assignment study examined how providing coaching and support to schools to help them use student data to inform teachers' instruction affects teachers' practices and student achievement
description A random assignment study examined how providing coaching and support to schools to help them use student data to inform teachers' instruction affects teachers' practices and student achievement
status review
evidence_strength weak
newest_evidence 2019
source_checked 2026-10-08
generated by process:wiki-ingest on 2026-10-08
trust unverified — no one has confirmed this page's content
sources 1 — philip-gleason-2019

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