Over 96 percent of surveyed low-performing schools adopted three SIG-promoted improvement practices: data-informed differentiated instruction, expanded technology access or computer-assisted instruction, and collaborative or leader-facilitated ongoing professional development¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q2 i? Over 96 percent of low-performing schools surveyed adopted using data to inform and differentiate instruction, expanding technology access or using computer-assisted instruction, and providing ongoing collaborative professional development. → Mathematica Policy Research 2014

Evidence¶

Mathematica Policy Research 2014¶

Mathematica Policy Research. (2014). Mathematica's Facts & Findings: A snapshot of significant research results. https://www.mathematica.org/publications/2014-facts-and-findings-print

q2 · i? · associational · r?

An evaluation brief on adoption of school improvement practices promoted by SIG surveyed low-performing schools. It reports that "over 96 percent of low-performing schools surveyed adopted three practices," naming data-informed differentiated instruction, technology access or computer-assisted instruction, and collaborative ongoing professional development. No effect size is printed.

"An evaluation brief on the adoption of school improvement practices promoted by SIG showed that over 96 percent of low-performing schools surveyed adopted three practices: using data to inform and differentiate instruction, expanding technology access for teachers or using computer-assisted instruction, providing ongoing professional development in which teachers work collaboratively or that school leaders facilitate"

Discussion¶

Related Claims¶

• Rural SIG schools were more likely than nonrural SIG schools to adopt the transformation model (95 versus 74 percent) — related
• Rural SIG schools reported additional challenges from remote locations and large catchment areas beyond those reported by nonrural SIG schools — related
• Teachers in SIG schools with a greater PD focus on ELL-related topics more often reported that PD improved their effectiveness as teachers of ELLs — related
• Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data — related
• A two-year professional learning community helped eight REL Midwest researchers identify collaborative-research challenges and apply solutions in their alliance work — related
• Implementation data show teachers shifted independent practice toward in-class ASSISTments assignments, a change the study links to more equitable access for rural students with limited home connectivity — related