Skip to Main Content
Table 8.
Impacts on Teacher Self-Assessments of Instructional Practice and Improvement
Control MeanTreatment — 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 MeanTreatment — 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.

Close Modal

or Create an Account

Close Modal
Close Modal