Professional Development/ Teacher Training

Methodology

An Empirical Assessment Based on Four Recent Evaluations

October, 2011

This reference report, prepared for the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES), uses data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test.

Report

Context, Components, and Initial Impacts on Students’ Performance and Attendance

December, 2004
Corinne Herlihy, James J. Kemple

During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.

Report

Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance

June, 2004
James J. Kemple, Corinne Herlihy

An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.

Report

The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers

July, 2010
Marie-Andrée Somers, William Corrin, Susan Sepanik, Terry Salinger, Jesse Levin, Courtney Zmach

Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.

Report
November, 2008
William Corrin, Marie-Andrée Somers, James J. Kemple, Elizabeth Nelson, Susan Sepanik

This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers.

Report
January, 2008
James J. Kemple, William Corrin, Elizabeth Nelson, Terry Salinger, Suzannah Herrmann, Kathryn Drummond

This report presents early findings from a demonstration and random assignment evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. On average, the programs produced a positive, statistically significant impact on reading comprehension among students.

Report

Elementary Student Achievement and the Bay Area School Reform Collaborative's Focal Strategy

February, 2006
Kristin Porter, Jason Snipes, Jean Eisberg

The Bay Area School Reform Collaborative’s strategy seeks to raise student achievement in six elementary school districts in the San Francisco Bay Area by coaching supervisors, principals, and teachers, instituting evidence-based decision making, and promoting sharing of experiences among schools. During the first two years of implementation, MDRC found no strong, pervasive association with student achievement.

Report
September, 2008
Michael S. Garet, Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, Audrey Falk, Howard Bloom, Fred Doolittle, Pei Zhu, Laura Sztejnberg

This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.

Report

Elementary Student Achievement and the Bay Area School Reform Collaborative’s Focal Strategy

December, 2006
Kristin Porter, Jason Snipes

The Bay Area School Reform Collaborative’s focal strategy, a system-wide reform that coaches district and school leaders, supports evidence-based decision-making, and promotes networking within and among schools, has no strong association with changes in elementary student achievement.

Report

The Effect of Project GRAD on High School Student Outcomes in Three Urban School Districts

July, 2006
Jason Snipes, Glee Ivory Holton, Fred Doolittle, Laura Sztejnberg

This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on a variety of student outcomes in high schools in Houston, Texas; Atlanta, Georgia; and Columbus, Ohio.

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