Increasing Teacher Effectiveness Through the Building Assets, Reducing Risk Model: A Randomized Controlled Trial

• In Event: Teacher Effectiveness, Retention, and Coaching

Abstract

Students with effective teachers earn higher grades, score higher on standardized tests, and demonstrate greater levels of school engagement. The Building Assets, Reducing Risks (BARR) model increases teacher effectiveness by focusing on building positive intentional relationships and use of real time student data. This paper presents findings from a randomized controlled trial of the BARR model conducted in 6 high schools. Statistically significant differences between BARR and control teachers demonstrate that BARR teachers had a higher sense of self-efficacy, greater understanding of student behavior and attitudes, increased collaboration with colleagues, and greater use of data compared to control teachers, while their students had higher standardized test scores and fewer failures in core courses than students taught by control teachers.

Authors

• Trisha Borman, American Institutes for Research

• Maryann Corsello, University of New England

• Brenna O'Brien, American Institutes for Research

• Johannes M Bos, American Institutes for Research

• Angela Jerabek, BARR Center

• So Jung Park, University of Wisconsin

• Feng Liu, American Institutes for Research