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The Effects of Success in Sight as a School Improvement InterventionThe Effects of Success in Sight as a School Improvement Intervention

Data collection approach

Data collected throughout the study are used to describe the local context of the treatment and control groups, estimate the intervention impact on the student achievement and school-level reform practices, and describe the fidelity of the intervention implementation.

The researchers conduct baseline site visits to all treatment and control schools to document the local conditions and context through a focus group with the school leadership team, a focus group with a cross-section of staff, and an interview with the school principal. After the intervention the researchers will conduct short interviews with key contacts in schools to determine whether the local conditions at baseline have changed.

The online teacher survey is used to assess the extent to which schools engage in the four key reform practices during the study. All classroom teachers and specialists—treatment and control—complete the survey at baseline and at the end of years 1 and 2. In addition, teachers report general demographic information (such as certification and years of teaching).

Student scores from the statewide NCLB assessments in each state are used to measure student achievement. Scores from reading and math are collected for grades 3, 4, and 5. The researchers request other demographic data on students (such as race/ethnicity, eligibility for free or reduced-price lunch, and disability status) for inclusion in the achievement data files.

The Success in Sight program records and baseline site visits by the researchers capture data on implementation fidelity. The Success in Sight intervention team tracks dates, duration, and participation in the professional development sessions and onsite mentoring sessions.

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