Evaluation of the Teacher Potential Project
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Associated Project

EL Education Schools and Teacher Professional Development

Time frame: 2013-2019

Prepared for:

EL Education

Authors

Jane Choi

Cheryl DeSaw

Alicia Demers

Dmitriy Poznyak

Key Findings
  • After novice and experienced teachers participated in the Teacher Potential Project for one year, there were positive impacts on their overall English language arts instructional practices compared to teachers who used their district-provided curriculum and participated in their district’s professional development supports. There were also positive impacts for specific instructional practices that were aligned to the Common Core State Standards, such as engaging students in reading, writing, and/or speaking about texts, supporting students’ use of text evidence, and supporting students to engage in higher order thinking.
  • 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.

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.

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