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ERIC Number: EJ1077337
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1940-5847
Title I Schools: The Student-Based Impact of Online, On-Demand Professional Development on Educators
Shaha, Steven; Glassett, Kelly; Copas, Aimee; Ellsworth, Heather
Contemporary Issues in Education Research, v8 n4 p227-234 2015
Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<0.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<0.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<0.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I