Second-Year Impact Results of the Enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS) Program

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-12 - Evaluating Instruction-Focused Programs and Strategies

Abstract

The enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) professional development program generates building-wide reform by helping teachers master the translation of state standards and information from assessments into engaging classroom practices that integrate technology, classroom community, and inquiry-based learning. This study includes 60 high-poverty rural schools across Missouri randomly assigned to treatment and control conditions, with approximately 200 teachers and 3,000 students in the 2011-2012 academic year. This paper focuses on the impacts of the program after the second year of implementation, with some significant shifts in teacher instructional practices but no significant differences in student achievement.

Authors

• Coby Meyers, University of Virginia

• Ayrin C. Molefe, American Institutes for Research