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A Third Party Study Finds that CORE Professional Development Leads to Gains in Reading

CORE February 20, 2020
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During the 2017–18 school year, CORE provided professional development and technical assistance to elementary teachers and administrators in Pajaro Valley Unified School District (CA) implementing, in addition to their broader English Language Arts instruction, the Systematic Instruction in Phonological Awareness, Phonics and Sight words (SIPPS) reading foundational skills program.

SEG Measurement looked at the reading performance of 364 third grades students in classrooms with teachers who participated in CORE professional development. 182 students were in the treatment group. These 182 students were matched based on multiple characteristics to an additional 182 students to create a control group.

Students in classes with teachers participating in CORE professional development showed significantly greater growth in reading skills than did students in classes with teachers who did not receive CORE professional development.

SEG Measurement found an effect size for the CORE professional development of .17, or about a fifth of a standard deviation. This effect size, in the context of providing professional development is quite impressive. While other factors certainly contribute to student achievement, (e.g. curriculum and instruction) this study demonstrates that the professional development provided by CORE made a difference in student achievement.

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