EL Education's Teacher Potential Project (TPP)¶
Product or Programme · All products and programmes
Evidence · 7 claims (7 for) · 2 studies (2 causal),q3· 0 of 2 report an effect size · 7 claims rest on one study
Description¶
A programme run by EL Education that combines a standards-aligned English language arts curriculum with embedded professional development for teachers.
Components¶
- Teacher Potential Project (TPP): CCSS-aligned EL Education Language Arts Curriculum combined with intensive professional development: The Teacher Potential Project is a professional learning program developed by EL Education that pairs "a Common Core State Standards (CCSS)-aligned EL Education Language Arts Curriculum" with "intensive PD". It was designed "to address the need for high quality and lasting professional learning for teachers" and was evaluated by Mathematica Policy Research in an independent study funded by a U.S. Department of Education Investing in Innovation (i3) grant, examining teachers' practices after one and two years of engagement. (Jane Choi et al. (2018))
Claims¶
- One year of Teacher Potential Project participation improved teachers' overall English language arts instructional practices relative to district curriculum and professional development [+M]
- 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 [+M]
- Two years of teacher participation in the Teacher Potential Project improved students' English language arts achievement by roughly 1.4 months of typical improvement [+M]
- A significantly greater proportion of TPP teachers demonstrated and sustained CCSS-aligned instructional practices compared with district-supported teachers [+M]
- Significantly more TPP teachers encouraged students' higher-order thinking skills than district-supported comparison teachers [+M]
- Significantly more TPP teachers asked students to cite evidence from texts in discussions and writing [+M]
- Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP [+M]
Related Products and Programmes¶
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Key Sources¶
- 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
- 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
Page metadata
| Field | Value |
|---|---|
type |
product |
id |
el-educations-teacher-potential-project-tpp |
aliases |
teacher-potential-project |
title |
EL Education's Teacher Potential Project (TPP) |
description |
A programme run by EL Education that combines a standards-aligned English language arts curriculum with embedded professional development for teachers. |
status |
review |
moved_from |
element/teacher-potential-project-program |
product_kind |
programme |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — dolfin-2019, jane-choi-2018 |
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