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Reaching Further and Learning More? : Evaluating Public Impact's "Opportunity Culture" Initiative. Working Paper 181 /

Ben Backes and Michael Hansen.

Book Cover
Main Author: Backes, Ben.
Other Names: Hansen, Michael,
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2018.
Topics: Educational Opportunities. | Program Implementation. | Teacher Effectiveness. | School Districts. | Educational Cooperation. | Mathematics Achievement. | Reading Achievement. | Standardized Tests.
Genres: Reports, Research.
Online Access: ERIC - Full text online
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100 1 |aBackes, Ben.
245 10|aReaching Further and Learning More? :|bEvaluating Public Impact's "Opportunity Culture" Initiative. Working Paper 181 /|cBen Backes and Michael Hansen.
264 1|a[Place of publication not identified] :|bDistributed by ERIC Clearinghouse,|c2018.
300 |a1 online resource (45 pages)
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
500 |aAvailability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: https://caldercenter.org/.|5ericd
500 |aSponsoring Agency: Institute of Education Sciences (ED).|5ericd
500 |aContract Number: R305A060018.|5ericd
500 |aAbstractor: As Provided.|5ericd
506 |aAccess rights: Yes.|2ericd
516 |aText (Reports, Research).
520 |aPublic Impact's "Opportunity Culture" (OC) initiative provides a suite of models aimed at extending the reach of highly effective teachers and has partnered with school districts to implement these interventions in schools. Using administrative data from three partner school districts that collectively include 44 OC schools, we estimate the relationship between OC staffing models and student achievement in math and reading. We find that the bulk of exposed students received treatment under OC's multiclassroom leadership model, in which a master teacher with demonstrated effectiveness intensively leads and coaches a team of teachers, and that these students scored higher in math in all specifications. In reading, while most specifications find positive and significant learning gains for students taught by team teachers, the specification that performs best in our placebo tests--one that includes school-by-year fixed effects to account for overall improvement in treatment schools--does not find any impact. Results for other specifications are more mixed and are imprecisely estimated.
524 |aNational Center for Analysis of Longitudinal Data in Education Research (CALDER).|2ericd
650 07|aEducational Opportunities.|2ericd
650 07|aProgram Implementation.|2ericd
650 07|aTeacher Effectiveness.|2ericd
650 07|aSchool Districts.|2ericd
650 07|aEducational Cooperation.|2ericd
650 07|aMathematics Achievement.|2ericd
650 07|aReading Achievement.|2ericd
650 07|aStandardized Tests.|2ericd
655 7|aReports, Research.|2ericd
700 1 |aHansen, Michael,|eauthor.
710 2 |aNational Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research.
856 40|3ERIC - Full text online|uhttps://eric.ed.gov/?id=ED583619

Staff View for: Reaching Further and Learning More? : Ev