Evaluate data-use supports with random assignment to generate causal evidence on teacher practice and achievement outcomes¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The evaluation approach reflected here is to test school-level data-use supports through random assignment so that effects on teachers' practices and student achievement can be attributed to the supports. The page frames the work as "a random assignment study examining how providing coaching and support to schools to help them use student data to inform teachers' instruction affects teachers' practices and student achievement," conducted for IES over 2012-2019.

Design Implications¶

Context¶

Requirements¶

• Random assignment of schools to receive or not receive the data-use coaching and support, with teacher practice and student achievement measured as outcomes.

Constraints¶

• The strategy is documented here only through the appendices page's description of the study; detailed methods and results are in the main report.

Target Learners¶

• K-12 students in schools participating in data-use support evaluations

Target Learning Goals¶

• Causal evidence on data-informed instruction and student achievement

Related Strategies¶

Examples¶

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Key Sources¶

• Gleason, P., Crissey, S., Chojnacki, G., Zukiewicz, M., Silva, T., Costelloe, S., & O'Reilly, F. (2019). Evaluation of Support for Using Student Data to Inform Teachers' Instruction—Appendices. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/evaluation-of-support-for-using-student-data-to-inform-teachers-instruction-appendices