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¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? TPP showed positive impacts on specific instructional practices aligned to the Common Core State Standards: engaging students in reading, writing, and/or speaking about texts; supporting students' use of text evidence; and supporting students to engage in higher order thinking. → 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 TPP reporting practice-specific outcomes alongside the overall practice measure. The report lists positive impacts on practices "aligned to the Common Core State Standards", naming text engagement, text evidence use, and higher order thinking; no per-practice effect sizes are printed.

"There were also positive impacts for specific instructional practices that were aligned to the Common Core State Standards, such as engaging students in reading, writing, and/or speaking about texts, supporting students' use of text evidence, and supporting students to engage in higher order thinking."

Discussion¶

Related Claims¶

• One year of Teacher Potential Project participation improved teachers' overall English language arts instructional practices relative to district curriculum and professional development — a broader claim this one bears on
• Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers — a narrower finding that bears on this claim
• Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP — 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
• A significantly greater proportion of TPP teachers demonstrated and sustained CCSS-aligned instructional practices compared with district-supported teachers — a broader claim this one bears on
• 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
• Adding writing prompts and essays to state English language arts assessments shifted classroom instruction toward writing — related
• State tests under NCLB measured little higher-order thinking, with only 2 percent of math items qualifying — related