Teachers can do it with support: Fidelity across a decade of Pathways-to-Success

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Abstract

Pathways-to-Success is a teacher-led, teacher-trained, universal, whole-classroom, activities-based, identity-based motivation program delivered with implementation support in the fall. Teachers’ fidelity of delivery matters; it bolsters academic trajectories by affecting identity-based motivation. We describe ten years of IES Goal 2, Goal 3, and EIR mid-phase-funded Pathways-to-Success first-time delivery in four states varying in urbanicity, classroom size, school climate, and student characteristics (122 schools trained, 116 implemented, 8,387 students). Implementation support worked; on average, fidelity was above threshold despite this variability in school-level factors, variability in teacher-trainers, delivering teachers, and whether teacher-training occurred in person or virtually. Teacher engagement with preparation and delivery aids bolstered fidelity; providing teacher support is worthwhile and should be institutionalized as part of program delivery.

Authors

• Daphna Oyserman, University of Southern California

• Alysia Burbidge, University of Southern California

• Yahan Huang, University of Southern California

• Nicholas A. Sorensen, American Institutes for Research