Teacher math knowledge and instructional practice were generally not correlated with student achievement, except Errors and Imprecision¶

Claim · All claims
Evidence · 1 study (2 entries) · q3 peer-reviewed experiment
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Estimates of association between teacher knowledge/practice and student achievement ranged from 0.00 to −0.05 and were generally not statistically significant. → Garet 2016 q3 i? Higher Errors and Imprecision was associated with lower-scoring students on both assessments (association estimates between −0.20 and −0.21); no standardized effect size is printed. → Garet 2016 (2)

q3 i? Knowledge and instructional practice as measured in the study were not statistically significantly associated with student achievement (estimates of association between 0.00 and −0.05). → Garet 2016

q3 i? The Errors and Imprecision dimension was statistically significantly related to student achievement in the expected direction, with an estimate of association of −0.20. → Garet 2016 (2)

q3 i? Estimates of association between teacher knowledge/practice measures and student achievement ranged from 0.00 to −0.05 and were not statistically significant. → Garet 2016

q3 i? The Errors and Imprecision dimension was statistically significantly related to student achievement in the expected direction, with an estimate of association of −0.20. → 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 teachers' mathematical knowledge: The impact of content-intensive professional development (NCEE 2016-4010). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pubs/20164010

q3 · i?

Correlational analysis within the randomized study contrasting the study's assumption that content knowledge relates to practice and achievement; the printed "estimates of association between 0.00 and −0.05" are generally not statistically significant.

"both knowledge and instructional practice in the study were generally not statistically significantly associated with student achievement (estimates of association between 0.00 and −0.05)."

Garet 2016 (2)¶

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 teachers' mathematical knowledge: The impact of content-intensive professional development (NCEE 2016-4010). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/pubs/20164010

q3 · i?

Correlational analysis: a teacher with higher Errors and Imprecision was predicted to have lower-scoring students on both the state and study-administered math assessments, with printed "estimates of association between −0.20 and −0.21". The article prints no standardized effect size for this association, so impact is null.

"The only teacher measure statistically significantly associated with student achievement was the Errors and Imprecision dimension of instructional practice (estimates of association between −0.20 and −0.21)."

Discussion¶

Related Claims¶

• 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