Center for Applied Research and Educational Improvement
Although the ultimate goal of teacher enhance projects is to improve student outcomes,
the causal path from teacher enhancement projects to changes in student outcomes is
difficult to verify. Therefore this evaluation was designed to examine the long term
effects of a teacher enhancement project on classroom activities and student outcomes at
five different schools through case studies. The longitudinal approach is necessary to
determine not only what happens initially but what remains after the funding and
“newness” wears off. The enhancement effort was part of the Scope, Sequence and
Coordination Project (SS&C) and consisted of two summer workshops, during the year
contact, and curricular materials matched to the instructional philosophy presented at the
workshops. The measure of persistence is the effect of the teacher enhancement on the
schools, as demonstrated by teacher classroom performance and achievement of ninth
grade students year after year.
This report presents information gathered over four years, 1995-1998, from the five
teacher enhancement sites.
This evaluation was supported by a grant from the National Science Foundation.
Lawrenz, Frances; Huffman, Douglas.
Evaluating the Long Term Effect of Teacher Enhancement.
Center for Applied Research and Educational Improvement.
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