The impact of HighScope's teacher professional learning on children's academic achievement during elementary school (Poster 1)

• In Event: AERA Poster Session Saturday 11:45 am
  In Invited Poster Session: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

This study examines the effects of HighScope’s preschool teacher professional learning (PL) intervention on children’s academic achievement in third grade. Teachers were randomly assigned to participate in 5 training workshops and coaching sessions on curricular implementation strategies. We found a positive effect (ß=0.140, p=0.019) of the original intervention on children’s executive function in preschool (Ahmed et al., 2026), however, the longitudinal effects of teacher PL on children’s academic achievement are less understood. Therefore, we will link data from the original intervention to children’s performance on the Michigan Student Test of Educational Progress (M-STEP) in third grade. Doing so has the potential to showcase the longitudinal importance of teacher PL for children’s academic development, especially for students from under-resourced school districts.

Authors

• Sammy Ahmed, University of Rhode Island

• Lori Skibbe, Michigan State University