Evaluation of an Expansion Strategy for the Assessment-to-Instruction Professional Support System

Autor/inn/en	Zhu, Pei; Alterman, Emma; Commins, Nicholas; Nash, Peyton
Institution	MDRC
Titel	Evaluation of an Expansion Strategy for the Assessment-to-Instruction Professional Support System
Quelle	(2023), (139 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Student Evaluation; Faculty Development; Literacy Education; Program Effectiveness; Reading Achievement; Elementary School Students; Grade 4; Blended Learning; Models; Program Implementation; In Person Learning; Reading Instruction; Costs; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; Analogiemodell; Leseunterricht; Cost; Kosten
Abstract	The Assessment-to-Instruction (A2i) Professional Support System has been shown to be effective in improving literacy proficiency among young readers by combining data-driven technology with professional development (PD) activities to help teachers provide personalized literacy instruction. To identify efficient ways to expand the reach of A2i, this study uses a school-level randomized controlled trial design to assess the relative effectiveness of two PD models in implementing A2i and improving student literacy achievement. Fifty-nine schools in 20 school districts were randomly assigned to either a mixed-mode PD delivery model that combines in-person and virtual PD activities or a face-to-face model that is tested and resource-intensive. A cohort of 4,733 first-graders in these schools was followed and their reading achievement tracked for three years. Due to disruptions caused by the COVID-19 pandemic, the full implementation of A2i was not realized during the study period. As a result, while student achievement in reading was similar in mixed-mode and face-to-face schools across all three study years, such results might not reflect the actual relative effectiveness between the two PD models. (As Provided).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01