Manzeske, David; Reese, Kelly; Liu, Feng (2018). American Institutes for Research. Retrieved from: https://eric.ed.gov/?id=ED591250
Reviewed: December 2021
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Tennessee state test: mathematics |
Accomplished Teaching, Learning, and Schools (ATLAS) vs. Business as usual |
0 Days |
Full sample;
|
298.49 |
292.64 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Tennessee state test: science |
Accomplished Teaching, Learning, and Schools (ATLAS) vs. Business as usual |
0 Days |
Full sample;
|
712.17 |
731.08 |
No |
-- |
Characteristics of study sample as reported by study author.
| Black | 54% | |
| Other or unknown | 25% | |
| White | 21% |
| Hispanic | 22% | |
| Not Hispanic or Latino | 78% |
The student sample for the study comes from three local education agencies (LEAs) all located in Tennessee: Jackson-Madison County School System, Metropolitan Nashville Public Schools, and Tipton County Public Schools. Students were enrolled in public schools and in general education 5th and 6th grade math or science classrooms of first- or second-year teachers.
Across the math and science outcomes, 21% of students were White, 54% Black, and 22% Hispanic; 48% were female, 20% English learners, and 13% were receiving special education services.
The teachers in the intervention group received training using the Accomplished Teaching, Learning, and Schools (ATLAS) online resource. ATLAS is an online case library that contains examples of “accomplished teaching” practice delivered by National Board-Certified Teachers) . The intervention implementation of ATLAS was structured around M-C-A-F (Motivate, Construct, Apply, and Follow Up) facilitation cycles, guided by instructors (for preservice teachers) or teacher mentors (for early career teachers). ATLAS was integrated into teacher induction training with the guidance of district instructional coaches, instructional support staff, and/or mentors. Early career teachers in the intervention group accessed ATLAS to review videotaped cases and written commentary showing examples of instruction from teachers with National Board-Certified Teacher (NBCT) credential acknowledging accomplished teaching practices. District mentors guided early career teachers' selection and review of cases that were aligned with areas in which the district felt new teachers needed the most support.
Teachers in the comparison condition received their business-as-usual professional development and did not have access to the ATLAS system. Teachers likely taught as they had in the past.
The local implementation of ATLAS was supported by guidelines and protocols for embedding ATLAS cases in the induction programming.
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).
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