Elementary School Math Teacher Professional Development Impact Study 2013-14

The 2013-14 academic year study involved 200 volunteer fourth-grade teachers from six local education agencies, randomly assigned to experimental and control groups. It examines the impact of a Math Professional Development program on teacher content knowledge, classroom practices, and student achievement.

Use Cases

• Analyze the relationship between teacher content knowledge and student achievement scores from the impact evaluation.
• Compare classroom practice metrics between the experimental PD group and the control group following the 2013-14 intervention.
• Use teacher background survey data as covariates in regression models to isolate the PD program's effect on outcomes.

Strengths

• Randomized controlled trial design with 200 teachers assigned to experimental and control groups.
• Data collection spans multiple domains: teacher knowledge, classroom practices, and student achievement over one academic year.
• Study conducted across six distinct local education agencies, providing multi-site perspective.

Limitations

• Sample size is limited to 200 volunteer teachers, which may affect statistical power for subgroup analyses.
• Focus on fourth-grade math in six specific agencies limits generalizability to other grades, subjects, or regions.
• Data is from the 2013-14 school year and may not reflect current educational contexts or practices.

Provenance

Source

Department of Education, Institute of Education Sciences.

Collection Method

Randomized controlled trial with data collected via teacher surveys, classroom observations, and student achievement tests.

Time Range

2013-14 academic year.

Freshness

Data last updated on platform in 2023, but underlying study covers the 2013-14 academic year.

Geography

Six local education agencies in the United States.