In this study, we provide a rich description of one academic coaching program and use a quasi-experimental design to evaluate the program’s effects on student outcomes. We investigate two research questions: 1) how does academic coaching influence key student outcomes? and 2) to what extent do these effects vary by amount of coaching received?
For this report, we analyzed longitudinal administrative data collected by the Colorado Department of Education to track the academic performance of schools. The analyses contained in this report focus on the set of schools receiving School Turnaround Network (STN) and School Turnaround Leadership Development (STLD) supports.
This report focuses on one particular technical choice CDE must make when deciding which version of the SGP model to use in measuring student growth, namely whether these measures should be based on so-called cohort or baseline-referenced SGPs.
This document presents a set of classroom assessment principles intended as a resource for practitioners, especially school leaders and district and state policymakers. Together these principles articulate a shared vision for effective classroom assessment practices.