Details for IES Report (Sept. 2008): The Impact

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Name:IES Report (Sept. 2008): The Impact
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Institute  of   Education    Sciences

NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL ASSISTANCE

 

The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement

 

The study produced the following results:

  • Although there were positive impacts on teacher’s knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the study PD, neither PD intervention resulted in significantly higher student test scores at the end of the one-year treatment. Teachers in schools that were randomly assigned to receive the study’s PD scored significantly higher on the teacher knowledge test than did teachers in control schools, with standardized mean difference effect sizes (hereafter referred to as “effect sizes”) of 0.37 for the institute series alone (treatment A) and 0.38 for the institute series plus coaching (treatment B). Teachers in both treatment A and treatment B used explicit instruction to a significantly greater extent during their reading instruction blocks than teachers in control schools (effect size of 0.33 for treatment A and 0.53 for treatment B). However, there were no statistically significant differences in achievement between students in the treatment and control schools.
  • The added effect of the coaching intervention on teacher practices in the implementation year was not statistically significant. The effect sizes for the added impact of coaching were 0.21 for using explicit instruction, 0.17 for encouraging independent student activity, and 0.03 for differentiating instruction, but these effects may be due to chance.
  • There were no statistically significant impacts on measured teacher or student outcomes in the year following the treatment.

 

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