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Teacher Professional Development in Chicago
SRI evaluated the impact of teachers’ participation in a professional development intervention to improve teachers’ knowledge, attitudes, and instructional strategies in math across preschool to third grade classrooms.
Under a subcontract from Erikson Institute, SRI served as the independent evaluator for the Achieving High Standards for Pre-K–Grade 3 Mathematics: A Whole Teacher Approach to Professional Development project. The project was developed with a five-year Investing in Innovation (i3) grant from the U.S. Department of Education.
Erikson Institute implemented this professional development (PD) intervention in early mathematics with approximately 80 prekindergarten through third-grade teachers in the Chicago Public Schools. SRI designed and conducted a quasi-experimental study that included a matched comparison group of non-participating schools and teachers. The comparison was necessary to determine the impact of teachers’ participation in the PD program on children’s learning and school readiness outcomes, particularly their mathematics skills.
Baseline and outcome data were collected on teachers’ attitudes and knowledge about and classroom teaching in early mathematics and children’s early math skills. Data on fidelity of program implementation were also collected throughout the five-year project.
Since the intervention was school-wide, trends in school-wide mathematics achievement scores of third-graders for the intervention and comparison group schools were also tracked during the five years of implementation, as well as examined in the five years preceding implementation. A final report is still under review.
The contents of this web page were developed under a grant from the Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.