This report presents first-year results from the Middle School Mathematics Professional Development Impact Study, sponsored by the Institute of Education Sciences. The professional development programs for seventh-grade math teachers had an impact on one measure of teacher practice but no effects on teachers’ knowledge or student achievement.
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.
Evidence from the Talent Development High School Model
Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.