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Determining the Impact of CREATE on Math and ELA Achievement

Empirical Education is conducting the evaluation of Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) under an Investing in Innovation (i3) development grant awarded in 2014. The CREATE evaluation takes place in schools throughout the state of Georgia.

Approximately 40 residents from the Georgia State University (GSU) College of Education (COE) are participating in the CREATE teacher residency program. Using a quasi-experimental design, outcomes for these teachers and their students will be compared to those from a matched comparison group of close to 100 teachers who simultaneously enrolled in GSU COE but did not participate in CREATE. Implementation for cohort 1 started in 2015, and cohort 2 started in 2016. Confirmatory outcomes will be assessed in years 2 and 3 of both cohorts (2017 - 2019).

Confirmatory research questions we will be answering include:

What is the impact of one-year of exposure of students to a novice teacher in their second year of teacher residency in the CREATE program, compared to the Business as Usual GSU teacher credential program, on mathematics and ELA achievement of students in grades 4-8, as measured by the Georgia Milestones Assessment System?

What is the impact of CREATE on the quality of instructional strategies used by teachers, as measured by the Teacher Assessment of Performance Standards (TAPS) scores, at the end of the third year of residency, relative to the business as usual condition?

What is the impact of CREATE on the quality of the learning environment created by teachers, as measured by Teacher Assessment of Performance Standards (TAPS) scores, at the end of the third year of residency, relative to the business as usual condition?

Exploratory research questions will address additional teacher-level outcomes including retention, effectiveness, satisfaction, collaboration, and levels of stress in relationships with students and colleagues.

We plan to publish the results of this study in fall of 2019. Please check back to read the research summary and report.


SREE Spring 2017 Conference Recap

Several Empirical Education team members attended the annual SREE conference in Washington, DC from March 4th - 5th. This year’s conference theme, “Expanding the Toolkit: Maximizing Relevance, Effectiveness and Rigor in Education Research,” included a variety of sessions focused on partnerships between researchers and practitioners, classroom instruction, education policy, social and emotional learning, education and life cycle transitions, and research methods. Andrew Jaciw, Chief Scientist at Empirical Education, chaired a session about Advances in Quasi-Experimental Design. Jaciw also presented a poster on developing a “systems check” for efficacy studies under development. For more information on this diagnostic approach to evaluation, watch this Facebook Live video of Andrew’s discussion of the topic.

Other highlights of the conference included Sean Reardon’s keynote address highlighting uses of “big data” in creating context and generating hypotheses in education research. Based on data from the Stanford Education Data Archive (SEDA), Sean shared several striking patterns of variation in achievement and achievement gaps among districts across the country, as well as correlations between achievement gaps and socioeconomic status. Sean challenged the audience to consider how to expand this work and use this kind of “big data” to address critical questions about inequality in academic performance and education attainment. The day prior to the lecture, our CEO, Denis Newman, attended a workshop lead by Sean and colleagues that provided a detailed overview of the SEDA data and how it can be used in education research. The psychometric work to generate equivalent scores for every district in the country, the basis for his findings, was impressive and we look forward to their solving the daunting problem of extending the database to encompass individual schools.