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The quantitative study analyzes student mathematics performance using a comparative interrupted time series (difference-in-differences) design across 36,158 student-level measurements nested within school-by-year cohorts, compared with 16 non-TtO schools. Results show inconsistent performance patterns and statistically non-significant TtO estimates across the three implementation years, alongside heterogeneity in program configurations across schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/final-impact-results-from-the-i3-implementation-of-teach-to-one-math-report/583738/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/final-impact-results-from-the-i3-implementation-of-teach-to-one-math-report/583738.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What evaluation period and scope does the report cover?","Question",{"text":112,"@type":113},"The report summarizes findings from a four-year evaluation of Teach to One: Math implemented over three academic years, beginning in September 2015 and continuing through June 2018, in five Elizabeth, NJ schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were impact analyses conducted?",{"text":117,"@type":113},"The study uses a comparative interrupted time series approach, also known as difference-in-differences, to compare changes in state-mandated standardized test scores for TtO schools before versus after implementation with changes in similar non-TtO schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about Teach to One: Math’s impact?",{"text":121,"@type":113},"TtO estimates for each of the three implementation years were statistically non-significant and performance patterns across the five treatment schools were inconsistent, with program implementation varying across schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583738,1792166414,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CONSORTIUM FOR POLICY RESEARCH IN EDUCATION  \nFinal impact results From the i3 implementation oF Teach To one: MaTh  \njanuaRy 2019  \nDouglas D. Ready Katharine Conn Shani S. Bretas Iris Daruwala  \n©2019 Consortium for Policy Research in Education at Teachers College, Columbia university. all errors of either fact or interpretation are solely those of the authors and not those of new Classrooms, the Elizabeth Public Schools, the Institute of Education Sciences, or the u.S. Department of Education.  \nFor further information about this paper or the larger study of which it is a part, contact the first [author at ddr2111@tc.columbia.edu](author at ddr2111@tc.columbia.edu) or Box 124, 525 W. 120th Street, new york, ny 10027  \nacknowledgments  \nThis study was made possible by the assistance of many individuals. First and foremost, we thank the students, teachers, principals and central office administrators in Elizabeth, New Jersey who so warmly opened their classrooms and schools to us. We also owe a tremendous debt to amy Gil and Venkatesh Sagaram at the Elizabeth Public Schools Office of Research, Evaluation, and assessment who provided the necessary data and who spent four years answering our many questions. at new Classrooms, jennifer Stillman afforded invaluable support throughout the entire project. at CPRE, anna Moyer provided crucial research and editing assistance.  \nabout the consortium For policy research in education (cpre)  \nThe Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions, including Teachers College, Columbia university; the university of Pennsylvania; Harvard university; Stanford university; the university of Michigan; the university of Wisconsin-Madison; and northwestern university. CPRE was launched in 1985 as the first national federally funded R&D center for state and local education policy. Since then, CPRE has studied the design, implementation, and effects of hundreds of policies and programs. CPRE researchers and staff at Teachers College (CPRE-TC) are continuing this long tradition by conducting rigorous research and evaluation that aims to improve elementary and secondary education through increased educational effectiveness, equity, and access.  \nTo learn more about CPRE-TC, [visit our website: www.tc.columbia.edu/cpre](visit our website: www.tc.columbia.edu/cpre)  \ntable oF contents  \nExecutive Summary .............................................................. 1  \nBackground ..................................................................... 3  \nData and Methods ............................................................... 6  \nResults ......................................................................... 9  \nConclusion and Discussion ....................................................... 18  \nReferences ..................................................................... 20  \nexecutive summary  \nnew Classrooms Innovation Partners was awarded an Investing in Innovation (i3) grant from the u.S. Department of Education to implement its Teach to One: Math (TtO) model in five schools in Elizabeth, nj for three academic years, beginning in September 2015 and continuing through june 2018. The Consortium for Policy Research in Education (CPRE) at Teachers College, Columbia university, recently concluded a four-year evaluation of these efforts. The evaluation had two primary strands: 1) a methodologically rigorous quantitative study ofTtO’s impact on student mathematics performance; and 2) a systematic qualitative analysis of TtO’s implementation processes, combined with yearly new Classrooms and school staff interviews, student focus groups, and classroom observations in each of the five TtO schools. This report describes the results of the first strand, focusing exclusively on the quantitative impact results.  \ndata and methods  \nOur analyses employed a sample of 36,158 student-level measurements, nested within 209 school-by","cbCaiuCXr8s2yGea","https://ap.wps.com/l/cbCaiuCXr8s2yGea","pdf",582564,25,"English","# Executive Summary\n## Background\n## Data and Methods\n## Results\n## Conclusion and Discussion\n## References","[{\"question\":\"What evaluation period and scope does the report cover?\",\"answer\":\"The report summarizes findings from a four-year evaluation of Teach to One: Math implemented over three academic years, beginning in September 2015 and continuing through June 2018, in five Elizabeth, NJ schools.\"},{\"question\":\"How were impact analyses conducted?\",\"answer\":\"The study uses a comparative interrupted time series approach, also known as difference-in-differences, to compare changes in state-mandated standardized test scores for TtO schools before versus after implementation with changes in similar non-TtO schools.\"},{\"question\":\"What were the main findings about Teach to One: Math’s impact?\",\"answer\":\"TtO estimates for each of the three implementation years were statistically non-significant and performance patterns across the five treatment schools were inconsistent, with program implementation varying across schools.\"}]","Final impact results From the i3 implementation oF Teach To one: MaTh - report | PDF",1792048226,63]