Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (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? In the second year of TPP, students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts than comparison students. → Jane Choi 2018
Evidence¶
Jane Choi 2018¶
Jane Choi, Scott Richman, Sarah Dolfin. (2018). Sustaining Effective Teacher Practice: The Impact of the EL Education Language Arts Curriculum and Professional Development on Teachers' Instruction. Mathematica Policy Research. https://www.mathematica.org/publications/sustaining-effective-teacher-practice-the-impact-of-the-el-education-language-arts-curriculum
q3 · i? · causal · r?
Key finding from the Mathematica evaluation of TPP on student-level engagement with texts, reported specifically for the second year of TPP engagement. The report states students "engaged significantly more often in reading, writing, and speaking about texts"; no effect size is printed.
"Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP."
Discussion¶
Learner Variables¶
- Communication Skills — outcome: instruction changes it
Related Claims¶
- Significantly more TPP teachers asked students to cite evidence from texts in discussions and writing — related
- Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers — related
- 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
- One year of Teacher Potential Project participation improved teachers' overall English language arts instructional practices relative to district curriculum and professional development — related
- 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 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tpp-students-more-text-engagement-year-two |
title |
Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP |
description |
Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jane-choi-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.