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ED529641 - What Works Clearinghouse Quick Review of the Report "An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement"

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ERIC #:	ED529641
Title:	What Works Clearinghouse Quick Review of the Report "An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement"
Authors:	N/A
Descriptors:	Academic Achievement; Secondary School Students; Secondary School Teachers; Inservice Teacher Education; Coaching (Performance); Cohort Analysis; Program Effectiveness; Educational Research
Source:	What Works Clearinghouse
More Info: Help Peer Reviewed:	Yes
Publisher:	What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Date:	2012-02-00
Pages:	2
Pub Types:	Reports - Evaluative
Abstract:	The study examined the effect of a secondary school teacher training and coaching program on student achievement. Eighty-eight teachers were randomly assigned to either the My Teaching Partner-Secondary (MTP-S) group or the control group. Of these teachers, 76 participated in the study during the intervention year (when they received coaching) and 61 participated in the study during the post-intervention year (when they no longer received coaching). Data from two student cohorts were analyzed. The first cohort included about 1,300 students of the teachers who participated during the intervention year; the second cohort included about 1,000 students of the teachers who participated during the post-intervention year. Analyses of the intervention year did not find a statistically significant difference in achievement between students of MTP-S teachers and students of control group teachers. Analyses of the post-intervention year found that achievement among students of MTP-S teachers was significantly higher than among students of control group teachers. The effect size of 0.22 is roughly equivalent to an increase in student achievement from the 50th to the 59th percentile. However, the What Works Clearinghouse (WWC) has reservations about these results, as unaccounted-for differences between the two groups of students may have existed before the intervention. The analyses based on the intervention year meet WWC evidence standards. The analyses based on the post-intervention year meet WWC evidence standards with reservations. (Contains 1 footnote.)
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	Virginia
Record Type:	Non-Journal
Level:	N/A
Institutions:	What Works Clearinghouse (ED)
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Adult Education; Secondary Education
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