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Study of the Impact of the California Formative Assessment and Support System for Teachers: Relationship of BTSA/CFASST Engagement and Teacher Practices BTSA CFASST

Author(s):
Thompson, Marnie; Paek, Pamela; Goe, Laura; Ponte, Eva
Publication Year:
2004
Report Number:
RR-04-31, CFASST Report 2
Source:
ETS Research Report
Document Type:
Report
Page Count:
125
Subject/Key Words:
Beginning Teacher Support & Assessment (BTSA), California Formative Assessment and Support System for Teachers (CFASST), New Teacher Induction, Mentoring, Teacher Professional Development, Beginning Teachers

Abstract

We hypothesized that the higher a teacher's CFASST engagement level, the stronger their teaching practices would be. For 7 of the 10 measures of teaching practice, the high engagement group had a greater mean score than the low engagement group, though the difference was significant only for instructional planning. On the 3 measures for which the high engagement group did not outscore the low engagement group, the score differences were close to zero. If BTSA/CFASST had no effect, we would expect the low CFASST group means to be larger than the high CFASST group means on roughly half the measures, since the correlations among the measures was not high. The fact that this did not occur suggests that BTSA/CFASST may have a positive impact on teaching practices. These generally positive patterns were reflected in the effect sizes for the 10 measures of teaching practice. These range from near zero to 1.46 standard deviations (SDs), with most in the range of 0.23 to 0.54 SDs. The average effect size is 0.32 SDs.

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