Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2018 · checked against its sources 2026-10-09 (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? A significantly greater proportion of TPP teachers encouraged students' higher-order thinking skills such as inference, analysis, synthesis, and evaluation, compared with teachers using district-provided curriculum and PD. → 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 independent evaluation of the Teacher Potential Project, comparing teachers after TPP engagement with teachers who used district-provided curriculum and PD. The report states "Significantly more TPP teachers encouraged students' higher-order thinking skills"; no effect size is printed.
"Significantly more TPP teachers encouraged students' higher-order thinking skills— such as inference, analysis, synthesis, and evaluation."
Discussion¶
Related Claims¶
- Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP — related
- Significantly more TPP teachers asked students to cite evidence from texts in discussions and writing — 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
- The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — related
- 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
- 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
- State tests under NCLB measured little higher-order thinking, with only 2 percent of math items qualifying — related
- 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-teachers-encouraged-higher-order-thinking |
title |
Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers |
description |
Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-09 |
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.