| 来源类型 | Publication |
| Evaluation of the Teacher Potential Project | |
| Sarah Dolfin; Scott Richman; Jane Choi; Andrei Streke; Cheryl DeSaw; Alicia Demers; and Dmitriy Poznyak | |
| 发表日期 | 2019-06-28 |
| 出版者 | Washington, DC: Mathematica |
| 出版年 | 2019 |
| 语种 | 英语 |
| 概述 | Mathematica’s report on the Teacher Potential Project, an initiative of EL Education, finds that the program—which includes an English language arts standards-aligned curriculum and embedded professional development for teachers—can improve teacher instructional practices and student achievement.", |
| 摘要 |
In this rigorous study of the impacts of EL Education’s Teacher Potential Project (TPP), a program which includes an English language arts standards-aligned curriculum and embedded professional development for teachers, Mathematica found positive impacts on TPP teachers’ overall English language arts instructional practices after one year compared to teachers who used their district-provided curriculum and participated in their district’s professional development supports. 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. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/evaluation-of-the-teacher-potential-project |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/489624 |
| 推荐引用方式 GB/T 7714 | Sarah Dolfin,Scott Richman,Jane Choi,et al. Evaluation of the Teacher Potential Project. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| Teacher Potential Pr（3784KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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