DLTP Research & Evaluation

Project Research and Evaluation

The DLTP research questions are:

1. What is the effect of the intervention on teacher leadership?

2. What is the effect of the intervention on teachers’ use of research‑based instructional practices?

3. What is the effect of the intervention on a school’s ability to sustain ongoing professional learning for teachers?

4. What is the effect of the intervention on student mathematics achievement?

The research team will address these questions by conducting 4 rigorous quasi-experimental designs with in-depth case studies. The DLTP project builds on a previous project that showed statistically significant effect on teacher practice and student achievement. A rigorous, quasi-experimental design and hierarchical linear models showed that over time students (n=3616) taught by the treatment teacher experienced significantly greater gains on the state assessment than students (n=11,907) taught by non-treatment teachers. In terms of equity in mathematics, the model also showed a consistent positive effect across student subgroups with respect to gender, race, ethnicity, and socioeconomic status (RMC, 2017).