全球智库信息集成服务系统

Key Findings

• Students of teachers coached by PLUS APs had somewhat larger English language arts (ELA) achievement gains than students of comparison teachers who received business-as-usual district supports.
• Teachers whose students had very low achievement gains departed the district at higher rates if they had received coaching and observation from PLUS APs.
• PLUS APs were not significantly different from other new APs in the rates at which they remained in the district or were promoted to principal roles.