Final Report of the i3 Evaluation of the Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) Teacher Residency Program: A Quasi-Experiment in Georgia
Jaciw, Andrew P.; Wingard, Audra; Zacamy, Jenna; Lin, Li; Lau, Sze-Shun (2021). Retrieved from: https://eric.ed.gov/?id=ED611802
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examining548Students, grades4-8
Department-funded evaluation
Review Details
Reviewed: March 2022
- Department-funded evaluation (findings for Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE))
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a cluster quasi-experimental design that provides evidence of effects on individuals by satisfying the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Georgia Milestones Assessment System -English Language Arts |
Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) vs. Business as usual |
1 Year |
Full sample;
|
-0.30 |
-0.18 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Teacher Assessment of Performance Standards (TAPS) |
Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) vs. Business as usual |
1 Year |
Full sample;
|
1.81 |
1.92 |
No |
-- | |
|
Teacher Assessment of Performance Standards (TAPS) - Quality of Learning Environment |
Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) vs. Business as usual |
0 Days |
Full sample;
|
1.95 |
2.13 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Georgia Milestones Assessment System -ELA and Math combined |
Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) vs. Business as usual |
1 Year |
Full sample;
|
-0.37 |
-0.23 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
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Georgia
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Race Other or unknown 100%
Study Details
Setting
This study takes place in the Atlanta, Georgia public school system beginning in SY 2015-2016 and 2016-2017.
Study sample
Sample characteristics are not reported in this study.
Intervention Group
The Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) teacher residency program is a three-year program that focuses on providing teachers with a set of skills (mindfulness, compassion, collaboration) that help in building meaningful relationships with students and colleagues. Entry into the program and participation occurs in the teacher's preservice teaching year (while completing their university-based teaching credential). In the 1st year, teachers undergo credentialing and a student-teaching practicum in the Atlanta Public School System. In the 2nd year, teachers undergo a summer training academy focused on social emotional competencies, pedagogical skills, and practices to ensure success as first-year teacher; and then operate a classroom in pairs. In the 3rd year, teachers operate their own classroom. Several resources and supports are offered for the duration of the program including: peer support and collaboration, participation in Cognitively-Based Compassion Training (CBCT), access to mentor teachers, incorporation of equity-centered practices, and activities to build classroom management skills. The intervention is designed to build and strengthen teachers' professional knowledge through increased collaboration, particularly through mentoring and participation in collaborative learning communities.
Comparison Group
Teachers in the comparison group took part in Georgia State University College of Education and Human Development's (GSU CEHD) traditional credentialing program. They could be spread out throughout the state of Georgia, although most did their preservice year and went on to teach in Atlanta Public Schools or in neighboring districts.
Support for implementation
As part of the intervention, teachers undergo credentialing and a student-teaching practicum in the Atlanta Public School System in their first year. In the second year, teachers participate in a summer training academy focused on social emotional competencies, pedagogical skills, and practices to ensure success as first-year teacher; and then operate a classroom in pairs. In the third year, teachers operate their own classroom. Several resources and supports are offered for the duration of the program, including peer support and collaboration, participation in Cognitively-Based Compassion Training (CBCT), access to mentor teachers, incorporation of equity-centered practices, and activities to build classroom management skills.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Jaciw, Andrew P.; Wingard, Audra; Zacamy, Jenna; Lin, Li; Lau, Sze-Shun. (2021). Final Report of the i3 Evaluation of the Collaboration and Reflection to Enhance Atlanta Teacher Effectiveness (CREATE) Teacher Residency Program: A Quasi-Experiment in Georgia. Appendix.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).