Two years of teacher participation in the Teacher Potential Project improved students' English language arts achievement by roughly 1.4 months of typical improvement¶

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? After two years of teacher participation, impacts on students' ELA achievement were roughly equivalent to 1.4 months of typical student improvement, moving an average student at the 50th percentile to the 54th percentile. → 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 student ELA achievement outcomes after two years of teacher participation. The report describes the impact as "roughly equivalent to 1.4 months of typical student improvement"; no standardized effect size or test statistic is printed on this page.

"After two years of teacher participation, impacts on their students' English language arts achievement were roughly equivalent to 1.4 months of typical student improvement, or moving an average student scoring at the 50th percentile to the 54th percentile."

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 — 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 — related
• 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 encouraged students' higher-order thinking skills than district-supported comparison teachers — related