The Long-Term Effects of Cognitively Guided Instruction on Elementary Students' Mathematics Achievement

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Division C Section 1C. Research in Mathematics Teaching and Learning: Predictors of Mathematics Achievement (Table 16)

Abstract

Few studies of teacher professional development (PD) have used rigorous study designs to investigate its relationship with student-learning outcomes. Cognitive Guided Instruction (CGI) is one such program. The current study uses propensity scores in combination with a full-matching procedure to estimate impacts of exposure to a CGI-trained 1st or 2nd grade teacher three years after the initial exposure. Different comparison groups are used to account for different possible sources of selection bias. Results are mixed but seem to indicate positive long-term impacts on students’ mathematics achievement. Furthermore, there is some evidence of larger positive effects on Black and Hispanic students and on students with disabilities.

Authors

• Hua Ran, University of Miami

• Walter G. Secada, University of Miami

• Christopher H Rhoads, University of Connecticut

• Robert Schoen, Florida State University

• Amanda Tazaz, Florida State University

• Xiaowen Liu, Tianjin Normal University