Staying Power: ELA Achievement After Funded Installation of an Educator Effectiveness System

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Evaluation in Schools Poster Session

Abstract

Grant funders invest in programs to produce enduring improvement. Sustainability of improved outcomes from grant funded programs is an important topic for cultivating equitable 21st century education systems. Investigating the sustainability of program effects addresses concerns of policy makers and grant funding agencies that resources are invested purposefully. This study examines the sustainability of outcomes of the TAP System for Teacher and Student Advancement after an initial, grant-funded installation. The outcome of interest is the percentage of students passing Indiana’s English/Language Arts achievement test. A school-level, quasi-experimental study is performed using propensity score matching to generate a comparison group and regression models controlling for school fixed effects. The results show that TAP System schools sustain improved outcomes beyond the grant.

Authors

• Trevor Leutscher, National Institute for Excellence in Teaching

• Joshua H. Barnett, National Institute for Excellence in Teaching

• Tanee Hudgens, National Institute for Excellence in Teaching

• Marina Serdiouk, National Institute for Excellence in Teaching