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The evaluation team used implementation data and a randomized controlled trial to examine teacher knowledge, classroom practice, retention, attendance, and student achievement outcomes. Results show strong program fidelity and higher self-reported knowledge and implementation for treatment teachers, with limited measurable effects on instruction and no significant differences for retention or student achievement.",{"@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/improving-teachers-instruction-an-evaluation-of-the-impact-of-project-equipd-summary-report/586811/",{"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/improving-teachers-instruction-an-evaluation-of-the-impact-of-project-equipd-summary-report/586811.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of Project EQuIPD?","Question",{"text":112,"@type":113},"Project EQuIPD aimed to establish and test a professional development model that prepares highly qualified STEM teachers, with emphasis on students in traditionally underserved Florida schools and districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the evaluation determine the project’s impact?",{"text":117,"@type":113},"The evaluation collected implementation data and used a randomized controlled trial (RCT) to assess impacts on teacher outcomes and student achievement measures.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main impact findings for teachers and students?",{"text":121,"@type":113},"Treatment teachers reported significantly higher knowledge and higher implementation of EQuIPD instructional practices, while observations showed no significant overall differences in instruction and no significant differences in retention, attendance, or student achievement.","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},586811,1792062405,{"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":39,"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},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Improving Teachers’ Instruction  \nAn Evaluation of the Impact of Project EQuIPD—Summary Report  \nAuthors: Julie A. Edmunds, Nina Arshavsky, Victoria Coyle, Bryan C. Hutchins, Dora Gicheva, Karla Lewis, Melissa Williams, Laura Rosof, and Bob Henson  \nJanuary 2022  \nIntroduction  \nProject EQuIPD—Engaging Quality Instruction through Professional Development—sought to“establish and test for efficacy a professional development model to produce highly qualified teachers in STEM practices for all children, especially for students who are in traditionally underserved schools and districts within the State of Florida”(project proposal) . The project did  \nthis by providing two years of intensive professional development that helped teachers use system thinking to infuse technology-based inquiry into their regular instructional practices. The project also prepared the teachers, using a train-the-trainer model, so that they could train other teachers and sustain the work moving forward.  \nThe evaluation team collected data on program implementation and used a randomized controlled trial (RCT) to determine the impacts of Project EQuIPD. Key findings from the evaluation include:  \nThis brief provides a summary of key findings from the impact study of Project EQuIPD. Much more specific information on program implementation and on the impact study—including the methodology and detailed impact findings—can be found in the accompanying technical report.  \n• The program was able to implement all intended activities, modifying some of the delivery methods in response to the pandemic.  \n• On a survey, treatment teachers reported statistically significantly higher levels of knowledge and higher implementation of EQuIPD instructional practices than control teachers.  \n• Observations of teachers’ instruction showed no significant overall differences between treatment and control teachers, although treatment teachers scored higher on implementation of inquiry practices than control teachers.  \n• There was no significant difference in teacher retention or overall attendance between the treatment and control groups.  \n• There were no significant differences between treatment and control groups on measures of student achievement.  \nA special note about COVID-19: EQuIPD was being implemented in the core of the pandemic, which required the project to make continual pivots to respond to on-the-ground changes. Additionally, the participating teachers were experiencing substantial stress as they attempted to navigate personal and school challenges while also providing as strong a learning experience as possible for their students. Although EQuIPD did not have all if its desired impacts, it is impressive that the project was able to successfully implement its targeted activities. Given the context, we acknowledge that this evaluation was likely not a fair test of the true impact of EQuIPD; it is possible that, if the pandemic had not happened, the impact findings might have been different.  \nThe EQuIPD Model  \nLed by the University of Florida, Project EQuIPD was a three-year grant awarded through the U.S. Department of Education’s Supporting Effective Educator Development (SEED) Program. The project was implemented in ten counties in Florida: Hillsborough, Palm Beach, Sarasota, the Heartland Consortium (Hardee, Hendry, Okeechobee, Glades, DeSoto), St. Johns, and Manatee.  \nThe goal of the program was to improve teachers’ content and pedagogical knowledge in four important ways. First, teachers would use a system thinking approach to design inquiry-based lessons such that students were better able to develop conceptual understanding. Second, teachers would embed more technology—such as sensors and probes that were emphasized in the professional development—into their lessons. Third, teachers would increase their use of inquiry-based instruction that used student teams to solve real-world problems. Fourth, teachers would make greater connections to real-world i","cbCaitDbpBClSrhz","https://ap.wps.com/l/cbCaitDbpBClSrhz","pdf",1076519,17,"English","# Introduction\n## The EQuIPD Model\n## Key Findings from the Impact Study\n## Special Note About COVID-19","[{\"question\":\"What was the purpose of Project EQuIPD?\",\"answer\":\"Project EQuIPD aimed to establish and test a professional development model that prepares highly qualified STEM teachers, with emphasis on students in traditionally underserved Florida schools and districts.\"},{\"question\":\"How did the evaluation determine the project’s impact?\",\"answer\":\"The evaluation collected implementation data and used a randomized controlled trial (RCT) to assess impacts on teacher outcomes and student achievement measures.\"},{\"question\":\"What were the main impact findings for teachers and students?\",\"answer\":\"Treatment teachers reported significantly higher knowledge and higher implementation of EQuIPD instructional practices, while observations showed no significant overall differences in instruction and no significant differences in retention, attendance, or student achievement.\"}]","Improving Teachers’ Instruction - An Evaluation of the Impact of Project EQuIPD - Summary Report | PDF",1792059447,43]