Acknowledgments

This study represents a collaborative effort of school districts, schools, teachers, researchers, and professional development providers. We appreciate the willingness of the school districts, schools, and teachers to join the study, participate in the professional development, and respond to requests for data, feedback, and access to classrooms. We are also fortunate to have had the advice of our Expert Advisory Panel: Sybilla Beckmann, University of Georgia; Julian Betts, University of California, San Diego; Doug Carnine, University of Oregon; Mark Dynarski, Mathematica Policy Research; Lynn Fuchs, Vanderbilt University; Russell Gersten, Instructional Research Group; Kenneth Koedinger, Carnegie Mellon University; Brian Rowan, University of Michigan; John Woodward, School of Education, University of Puget Sound; and Hung-Hsi Wu, University of California, Berkeley. We also appreciate the advice we received from Hyman Bass, University of Michigan, and others associated with the Learning Mathematics for Teaching project as well as from W. James Lewis, University of Nebraska – Lincoln, and Andrew Porter, University of Pennsylvania. We also benefitted from the informed feedback on the study's statistical analyses and report from the following people at the American Institutes for Research (AIR) and MDRC: Howard Bloom, Gordon Berlin, George Bohrnstedt, Matthew Gushta, Rob Ivry, Pamela Morris, Marie-Andree Somers, Gary Phillips, and Shelley Rappaport.

We would like to thank all those who provided the professional development during the study, including the facilitators at America's Choice and Pearson Achievement Solutions, as well as the members of the American Institutes for Research (AIR) treatment team who provided monitoring support—Steve Leinwand and Meredith Ludwig. We also thank those who served as site coordinators: Midori Hargrave, Jack Rickard, and several staff who served in these roles in the first year of implementation. We also thank Delphinia Brown, Suzannah Herrmann, and Amber Noel for coordinating the classroom observations and data processing, and Edith Tuazon for her support of those efforts and her assistance with project communications. We appreciated the excellent assistance of Jeanette Moses in multiple roles across the project. We also thank Lynne Blankenship and the conference staff for all their support in managing many of the study's professional development activities; Collin Payne for his excellent research assistance with the student records; all of the staff at REDA International, Inc., MDRC, Westat, and AIR who helped us collect and process data throughout the study; and the AIR and MDRC staff who helped us start the study up during the early years: Robert Ivry, Stephanie Safran, Kristin Porter, and Christian Geckeler. Finally, we would like to thank our report editors, Holly Baker, Lisa Knight, Patti Louthian, and Sharon Smith, who helped make the report useful and understandable.