Teacher Quality Study: An Investigation of the Impact of Teacher Study Groups as a Means to Enhance The Quality of Reading Instruction for First Graders in High Poverty Schools in Two States

Research Methods and Design: The project researchers are carrying out studies in two California school districts and two Pennsylvania districts serving a high percentage of English Language Learners and students receiving free and reduced lunch. These two states represent contrasting policy contexts for Reading First reforms: — California is more directive and specific than Pennsylvania about which professional development activities Reading First schools can use. The researchers are randomly assigning schools to two conditions, one that uses teacher study groups as part of professional development, and the other that does not. Both groups of schools are receiving the same number of hours of professional development focused on reading instruction. About 100 teachers and 2,000 students are participating in this study. The researchers are evaluating the impact of the different professional development approaches on teacher knowledge, observed teaching practice, and student reading outcomes. They are also comparing the ways in which Reading First activities are implemented in the two different state policy contexts.