One year of Teacher Potential Project participation improved teachers' overall English language arts instructional practices relative to district curriculum and professional development¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? After one year, novice and experienced TPP teachers had positive impacts on their overall ELA instructional practices compared to teachers who used their district-provided curriculum and district professional development supports. → Dolfin 2019

Evidence¶

Dolfin 2019¶

Dolfin, S., Richman, S., Choi, J., Streke, A., DeSaw, C., Demers, A., & Poznyak, D. (2019). Evaluation of the Teacher Potential Project. Washington, DC: Mathematica. https://www.mathematica.org/publications/evaluation-of-the-teacher-potential-project

q3 · i? · causal · r?

Impact evaluation of the Teacher Potential Project conducted by Mathematica (2013-2019, prepared for EL Education). The report states there were "positive impacts on their overall English language arts instructional practices" for TPP teachers relative to the comparison group after one year; no effect size is printed on this page.

"After novice and experienced teachers participated in the Teacher Potential Project for one year, there were positive impacts on their overall English language arts instructional practices compared to teachers who used their district-provided curriculum and participated in their district's professional development supports."

Discussion¶

Related Claims¶

• A significantly greater proportion of TPP teachers demonstrated and sustained CCSS-aligned instructional practices compared with district-supported teachers — possibly the same claim (merge candidate)
• The Teacher Potential Project produced positive impacts on specific Common Core-aligned instructional practices, including engaging students with texts, supporting text evidence use, and supporting higher order thinking — a narrower finding that bears on this claim
• Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers — a narrower finding that bears on this claim
• Significantly more TPP teachers asked students to cite evidence from texts in discussions and writing — a narrower finding that bears on this claim
• Two years of teacher participation in the Teacher Potential Project improved students' English language arts achievement by roughly 1.4 months of typical improvement — related
• Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP — related
• Curriculum and instructional resources show more modest and mixed relationships with standards-aligned instructional practices — related
• District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship — related