| . | Control Mean . | Treatment — Control Difference (SE) . | N (Teachers) . |
|---|---|---|---|
| In thinking about your teaching practice, please rate your proficiency in the following areas … (1 = “extremely” or “quite” proficient) | |||
| Assessing students' level of mastery of content/skills | 0.87 | −0.10** | 393 |
| (0.04) | |||
| Using multiple methods of assessment of student learning | 0.75 | −0.02 | 393 |
| (0.05) | |||
| Differentiating instruction for different learning styles | 0.66 | −0.02 | 392 |
| (0.05) | |||
| Classroom management | 0.84 | −0.08** | 393 |
| (0.03) | |||
| Engaging students in the curriculum | 0.84 | −0.06* | 393 |
| (0.04) | |||
| How much did you learn this year about your practice in the following areas … (1 = “quite a bit” or “some”) | |||
| Time management practices | 0.73 | 0.08** | 394 |
| (0.04) | |||
| Lesson pacing | 0.74 | 0.10** | 392 |
| (0.04) | |||
| Your handling of student discipline and behavior | 0.67 | −0.04 | 394 |
| (0.04) | |||
| Your knowledge and understanding of your main subject/field(s) | 0.76 | −0.10** | 393 |
| (0.04) | |||
| The way that you make the material relevant | 0.80 | 0.00 | 394 |
| (0.04) | |||
| The rigor of your class assignments | 0.82 | −0.02 | 394 |
| (0.04) | |||
| The way that you address specific students’ social and emotional needs | 0.72 | −0.10** | 393 |
| (0.04) | |||
| The way that you motivate your students | 0.78 | −0.03 | 392 |
| (0.04) | |||
| The way you provide opportunities for student participation | 0.84 | 0.04 | 394 |
| (0.04) | |||
| The way you monitor student understanding | 0.81 | 0.09** | 394 |
| (0.04) | |||
| . | Control Mean . | Treatment — Control Difference (SE) . | N (Teachers) . |
|---|---|---|---|
| In thinking about your teaching practice, please rate your proficiency in the following areas … (1 = “extremely” or “quite” proficient) | |||
| Assessing students' level of mastery of content/skills | 0.87 | −0.10** | 393 |
| (0.04) | |||
| Using multiple methods of assessment of student learning | 0.75 | −0.02 | 393 |
| (0.05) | |||
| Differentiating instruction for different learning styles | 0.66 | −0.02 | 392 |
| (0.05) | |||
| Classroom management | 0.84 | −0.08** | 393 |
| (0.03) | |||
| Engaging students in the curriculum | 0.84 | −0.06* | 393 |
| (0.04) | |||
| How much did you learn this year about your practice in the following areas … (1 = “quite a bit” or “some”) | |||
| Time management practices | 0.73 | 0.08** | 394 |
| (0.04) | |||
| Lesson pacing | 0.74 | 0.10** | 392 |
| (0.04) | |||
| Your handling of student discipline and behavior | 0.67 | −0.04 | 394 |
| (0.04) | |||
| Your knowledge and understanding of your main subject/field(s) | 0.76 | −0.10** | 393 |
| (0.04) | |||
| The way that you make the material relevant | 0.80 | 0.00 | 394 |
| (0.04) | |||
| The rigor of your class assignments | 0.82 | −0.02 | 394 |
| (0.04) | |||
| The way that you address specific students’ social and emotional needs | 0.72 | −0.10** | 393 |
| (0.04) | |||
| The way that you motivate your students | 0.78 | −0.03 | 392 |
| (0.04) | |||
| The way you provide opportunities for student participation | 0.84 | 0.04 | 394 |
| (0.04) | |||
| The way you monitor student understanding | 0.81 | 0.09** | 394 |
| (0.04) | |||
Notes: For each comparison, the outcome is a dichotomous indicator for whether the respondent chose one of the top two categories on the Likert scale (e.g., on a 4-point Likert scale for amount learned that ranges from “nothing” to “quite a bit,” the binary variable indicates a response choice of “quite a bit” or “some”; Likert scales ranged across items from 4 points to 7 points). Results are similar when we keep the original scale. The adjusted difference between control and treatment is the result of a regression of the dependent variable against fixed effects for randomization strata, a treatment indicator, and an indicator for whether the school is an elementary or middle school. Standard errors (SE) are reported in parentheses, and allow for clustering within school. A Bonferroni correction for fifteen hypothesis tests changes the significance such that none of these results is significant at the 90 percent level. Both the Sidak and Holm-Bonferroni corrections yield identical results.
*Significant at the 90% level; **Significant at the 95% level.