Impact of support for new teachers on pupil achievement

An SRI Education evaluation of the New Teacher Center’s (NTC’s) induction model shows some positive results on pupil achievement in mathematics and English language arts (reading, writing, and linguistic/communication skills).

The NTC induction model provides new teachers with two years of coaching from a trained mentor. New teachers meet with their assigned mentor for a minimum of 180 minutes each month and work through a programme of NTC-developed support. The evaluation, conducted by Rebecca Schmidt and colleagues, reports on findings from a three-year randomised controlled trial of NTC’s induction model in two US school districts (one in Florida and the other in Illinois). New teachers in participating schools were randomly assigned to receive either the NTC induction model (the treatment condition) or business-as-usual new teacher support (the control condition).

Pupils in grades 4–8 (Years 5–9) who were taught by teachers who had participated in NTC induction for two years did better in English language arts (effect size = +0.09) and maths (effect size = +0.15) compared to pupils of control teachers.

Source: Impact of the New Teacher Center’s new teacher induction model on teachers and students (June 2017), SRI Education, SRI International

Impact of teacher mentors

A study published by the Institute of Education Sciences in the US evaluates the impact of the Retired Mentors for New Teachers programme – a two-year programme in which recently retired teachers provide tailored mentoring to new teachers – on pupil achievement, teacher retention and teacher evaluation ratings. The new teachers meet with their mentors weekly on a one-to-one basis and monthly in school-level groups over the course of the two years.

Dale DeDesare and colleagues conducted a randomised controlled trial involving 77 teachers at 11 primary schools in Aurora, Colorado. Within each school, half of the new teachers were randomly assigned to a control group to receive the district’s business-as-usual mentoring support, while the other half received the intervention as well as business-as-usual mentoring support.

The study found that at the end of the first year, pupils who were taught by teachers in the programme group scored 1.4 points higher on the spring Measures of Academic Progress maths assessment than those taught by teachers in the control group, (effect size = +0.064), and this difference was statistically significant. Reading achievement was also higher among pupils taught by teachers in the programme group, however, the difference was not statistically significant (effect size = +0.014 at the end of the first year and +0.07 at the end of the second year). The effect of the programme on teacher evaluation ratings and teacher retention was not significant, although more teachers in the programme group left after two years than in the control group.

Source: Impacts of the retired mentors for new teachers program (REL 2017–225) (March 2017), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.

The effects of head teacher training on pupil achievement

An NBER Working Paper examines the impact of implementing management training for head teachers on pupil achievement. The management training focused on lesson planning, data-driven teaching and teacher observation and coaching (approximately 300 hours over two years). Using a school-level randomised experiment, 58 schools in Houston, Texas, were randomised to receive either the training intervention or to serve as a business-as-usual control group.

The study found that offering management training to head teachers led to increased test scores across low-stakes tests in a range of subjects in year one (effect size = +0.19). For high-stakes test scores in maths and reading, the effect size was lower (+0.10). However, the training intervention had no impact on high-stakes tests in year two.

The training was most beneficial for head teachers who were less experienced, had better maths skills, had more internal locus of control, had higher levels of “grit” and remained in the school for both years of the study.

The intervention showed most impact on teachers in the schools who were more experienced and more educated. The intervention showed most impact for pupils who were new to the school, white or Hispanic and economically well-off.

Source: Management and student achievement: Evidence from a randomized field experiment (May 2017), NBER Working Paper No. 23437, National Bureau of Economic Research

 

Professional development programme unsuccessful in improving maths achievement

Developing Mathematical Ideas (DMI) is a professional development programme designed to increase teachers’ knowledge of fourth grade (Year 5) maths fractions and rational numbers with the ultimate goal of improving their pupils’ maths achievement.

A study conducted in the 2014–15 school year, prepared for the Institute of Education Sciences by Madhavi Jayanthi and colleagues at Instructional Research Group and REL Southeast, investigated the effects of DMI on teacher content knowledge and their pupils’ subsequent achievement in fractions. A total of 264 fourth grade (Year 5) teachers in 84 elementary (primary) schools in Florida, Georgia and South Carolina in the US were randomly assigned by school to receive either DMI (n=42 schools, 129 teachers) or their usual professional development programme (n=42 schools, 135 teachers). The 84 schools were matched on grade four enrolment, number of pupils who exceeded fourth grade maths standards, percentage of African American and Hispanic pupils and percentage of pupils eligible for free- or reduced-price lunches. In autumn 2014, DMI teachers received eight three-hour training sessions conducted over four days, followed by homework and concluding with a test on fractions. A total of 4,204 fourth grade pupils’ (2,091 E, 2,113 C) baseline scores on third grade standardised tests were used as a pre-test, because most third graders know little about fractions and the Test for Understanding of Fractions was used as the post-test at the end of the academic year to measure their knowledge gain after their teachers had completed DMI.

Results showed no significant differences between either the DMI or non-DMI teachers’ knowledge of fractions and their pupils’ proficiency in fractions.

Source: Impact of the Developing Mathematical Ideas professional development program on grade 4 students’ and teachers’understanding of fractions (March 2017), US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.

New evidence on early childhood settings and children’s outcomes

A new Campbell Collaboration systematic review by Matthew Manning and colleagues examines the evidence on the relationship between teacher qualifications and the quality of early childhood education and care (ECEC), and finds there is a positive association.

The review summarises findings from 48 studies with 82 independent samples. Of those samples, 58 assessed the overall quality of ECEC as an outcome. The relationship between teacher qualifications and overall ECEC quality demonstrated a positive correlation (r = 0.198).

Meanwhile, research funded by the Nuffield Foundation and published as a Centre for Economic Performance Discussion Paper, looks at whether staff qualifications and Ofsted ratings of nursery schools impact on how well children do at school.

For this report, Jo Blanden and colleagues matched data on children’s outcomes at the end of Reception with information on nursery schools attended in the year before starting school for 1.6 million children born between September 2003 and August 2006. They found that children who attend a nursery school rated outstanding, or one employing one or more staff members who are graduates, do better at school, but the effects are very small. Having an employee at the nursery school who is a graduate, specifically a qualified teacher, raises children’s scores at age 5 and 7 by two percent of a standard deviation. Attending a nursery school rated outstanding is associated with a better performance in the Early Years Foundation Stage at age 5 of about four percent of a standard deviation.

Source: The relationship between teacher qualification and the quality of the early childhood care and learning environment (January 2017), Campbell Systematic Reviews 2017:1.

Quality in early years settings and children’s school achievement (February 2017), The Centre for Economic Performance Discussion Paper No 1468.

Reducing achievement gaps in academic writing

A study published in Journal of Educational Psychology reports on two years of findings from a randomised controlled trial of the Pathway Project, an intervention designed to reduce achievement gaps in academic writing for pupils who are Latino or have English as an Additional Language (EAL).

Ninety-five teachers from 16 secondary schools in the Anaheim Union High School District – a large, diverse, low-socioeconomic status, urban district with over 33,000 pupils (60% Latino and 66% EAL) – were randomly assigned to the treatment (Pathway) or control condition. Teachers in the Pathway group took part in a 46-hour professional development programme where they were trained to help improve pupils’ interpretative reading and text-based analytical writing using a cognitive strategies approach.

Findings from the study show promising results in both years of the intervention that appear to close the achievement gap in writing outcomes for Latino pupils and EALs in grades 7 to 12 (Years 8-13). In the first year of the trial, Pathway pupils gained 0.99 points more for an on-demand academic writing assessment than control pupils, which was highly statistically significant. Significant effects were attained for all grade levels except 12th grade (Year 13). The second year also showed a large positive, significant effect of the intervention on the full sample. Pre- and post-test scores for the academic writing assessment showed an effect size of +0.48 in the first year and +0.60 in the second year.

Programme effects were positive and significant for all the language groups, with the very largest occurring for EALs. This suggests that the Pathway Project may be particularly beneficial for pupils still in the process of learning English. In addition, pupils in the Pathway group had higher odds than pupils in the control group of passing the California Higher School Exit Exam in both years.

Source: Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12 (January 2017), Journal of Educational Psychology, Vol 109(1), 1-21.