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Reaching Further and Learning More? Evaluating Public Impact's 'Opportunity Culture' Initiative. Working Paper 181

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Bibliographic Details
Title: Reaching Further and Learning More? Evaluating Public Impact's 'Opportunity Culture' Initiative. Working Paper 181
Language: English
Authors: Backes, Ben, Hansen, Michael, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2018.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: https://caldercenter.org/
Peer Reviewed: N
Page Count: 45
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A060018
Document Type: Reports - Research
Descriptors: Educational Opportunities, Program Implementation, Teacher Effectiveness, School Districts, Educational Cooperation, Mathematics Achievement, Reading Achievement, Standardized Tests
Geographic Terms: North Carolina
Abstract: Public Impact's "Opportunity Culture" (OC) initiative provides a suite of models aimed at extending the reach of highly effective teachers and has partnered with school districts to implement these interventions in schools. Using administrative data from three partner school districts that collectively include 44 OC schools, we estimate the relationship between OC staffing models and student achievement in math and reading. We find that the bulk of exposed students received treatment under OC's multiclassroom leadership model, in which a master teacher with demonstrated effectiveness intensively leads and coaches a team of teachers, and that these students scored higher in math in all specifications. In reading, while most specifications find positive and significant learning gains for students taught by team teachers, the specification that performs best in our placebo tests--one that includes school-by-year fixed effects to account for overall improvement in treatment schools--does not find any impact. Results for other specifications are more mixed and are imprecisely estimated.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2018
Accession Number: ED583619
Database: ERIC
Description
Abstract:Public Impact's "Opportunity Culture" (OC) initiative provides a suite of models aimed at extending the reach of highly effective teachers and has partnered with school districts to implement these interventions in schools. Using administrative data from three partner school districts that collectively include 44 OC schools, we estimate the relationship between OC staffing models and student achievement in math and reading. We find that the bulk of exposed students received treatment under OC's multiclassroom leadership model, in which a master teacher with demonstrated effectiveness intensively leads and coaches a team of teachers, and that these students scored higher in math in all specifications. In reading, while most specifications find positive and significant learning gains for students taught by team teachers, the specification that performs best in our placebo tests--one that includes school-by-year fixed effects to account for overall improvement in treatment schools--does not find any impact. Results for other specifications are more mixed and are imprecisely estimated.