Title I Schools:  The Student-Based Impact Of Online, On-Demand Professional Development On Educators

Steven Shaha; Kelly Glassett; Aimee Copas; Heather Ellsworth

doi:10.19030/cier.v8i4.9430

Steven Shaha
Kelly Glassett
Aimee Copas
Heather Ellsworth

Keywords

Title 1, Professional Development, Professional Learning, Improved Student Performance

Abstract

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<.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<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.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.

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Published

Oct 2, 2015

DOI https://doi.org/10.19030/cier.v8i4.9430

How to Cite

Shaha, S., Glassett, K., Copas, A., & Ellsworth, H. (2015). Title I Schools: The Student-Based Impact Of Online, On-Demand Professional Development On Educators. Contemporary Issues in Education Research (CIER), 8(4), 227–234. https://doi.org/10.19030/cier.v8i4.9430

Issue

Vol. 8 No. 4 (2015)

Section

Articles

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Author Biographies

Steven Shaha

Professor Shaha has 35+ years’ in program evaluation and outcomes research with 100+ educational program evaluations within 200+ organizations and governments in 11 countries, four continents, public, private, for-profit and not-for-profit. Steve holds MA, MEd and PhD in Research Methods & Applied Statistics and Business Administration (DBA). He has 220+ presentations, 100+ journal publications, three books. He lectured at 18+ universities, including Harvard, Cambridge (UK), Columbia, Cornell, UCLA and Zayed University (UAE). He presented twice to the United Nations in 2015. Consults for 50+ non-educational organizations include Disney, Ritz-Carlton, RAND, Coca-Cola, Time-Warner, NewLine Cinema, and 200+ healthcare-focused organizations.

Kelly Glassett

Dr. Kelly Glassett has nearly thirty years’ experience in the classroom and in educational research. He has presented and published extensively. With over forty professional presentations and peer-reviewed publications, with a particular emphasis on teacher education, technology, reading, and assessment. He remains cutting-edge in emerging educational research, as he serves on the editorial review boards of publications such as Action in Teacher Education, The Reading Teacher, Journal of Research on Technology in Education, and Journal of Educational Computing Research. Dr. Glassett holds a BA in English; Spanish, and Special Education licensures; a MEd in Education; and a PhD in Teaching and Learning.

Aimee Copas

Aimee Copas is the Executive Director for the ND Council of Educational Leaders; the organization that provides the strongest unifying voice representing/supporting educational leaders in pursuit of quality education for all students. Aimee is also an adjunct professor for the University of Mary and NDSU. Aimee was the Associate Vice Chancellor for Academic Affairs/Director of Research for the North Dakota University System, a college dean, principal, English teacher, basketball coach, & National Trainer for a pharmaceutical company. Aimee acquired her undergraduate degree from the University of Mary, her MS at Northern State University, & Doctorate from the University of South Dakota.

Heather Ellsworth

Heather Ellsworth recently graduated from Brigham Young University with a Bachelor degree in Applied Statistics. In current years, she has received several awards for her service in the community and participates in a local orchestral organization. Most of her academic research includes student performance in schools and finding improvements for teachers. She currently works as a Project Analyst for a company in Scottsdale Arizona and hopes to continue her education through a Master’s degree.

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