After the Race to the Top: Sustainability and Outcome of a Teacher Learning Model

• In Event: 21.031 - Accountability for Schools and Teachers

Abstract

The Race to the Top (RTT) program incentivized states to use innovative approaches to improve student learning by providing funding from 2010 to 2014. However, little is known about the degree of sustainability and outcome of these innovations since the RTT program concluded. This study focused on one of these innovations called lesson study—a collaborative, inquiry-based teacher learning process implemented by the Florida State Department of Education. A longitudinal statewide survey of district leaders showed five different patterns of sustainability since 2014. The districts that sustained lesson study were more likely to report increased teacher effectiveness in improving student achievement as measured by school mean teacher value-added scores in mathematics, but not in English Language Arts (ELA).

Authors

• Motoko Akiba, Florida State University

• Aki Murata, University of Florida

• Cassie Howard, Florida State University

• Judith Fabrega, University of Florida