Summary of Findings: No Impacts on Teacher Practices in the First Year

Observers scored teachers on a set of 16 indicators of teaching practice using a fivepoint scale.⁷ The indicators are grouped into three domains: lesson implementation, lesson content, and classroom culture. The analysis included teacher demographic characteristics, teacher’s educational and professional background, teaching assignment, school characteristics, and district and grade fixed effects.

We observed no statistically significant differences between treatment and control teachers’ performance on any of the three domains of classroom practices (table 1). We express the impact on each domain of classroom practice as the difference in scores on the five-point scale. An impact of 0.5 point, for example, would suggest that the intervention moves the average teacher from being able to demonstrate “moderate” evidence of good practice in that domain half of the distance to being able to demonstrate “consistent” evidence of good practice if they start at the moderate level.