In a study sponsored by the Institute of Education Sciences, intensive professional development programs for seventh-grade math teachers were implemented as intended, but teacher turnover limited the average dosage received. The programs had no impact on teacher knowledge or student achievement.
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.
Findings from an Evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) Program in Boston Elementary Schools
This report contains findings from an evaluation of a program in the Boston Public Schools that seeks to improve reading instruction and student learning through one type of data-driven instruction. The program provides teachers with formative assessments that they can use to measure what students do and do not know, along with professional development on how to understand and use the data generated by those assessments. The study looks at FAST-R’s effects on reading scores among third- and fourth-graders.