[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-269185-105":59,"doc-detail-269185-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","study-of-the-impact-of-the-california-formative-assessment-and-support-system-for-teachers-research-summary","Study of the Impact of the California Formative Assessment and Support System for Teachers - Research Summary","","The research summary examines the impact of the California Formative Assessment and Support System for Teachers (CFASST), a structured two-year induction program used statewide within BTSA. Commissioned in 2002, the study evaluates effects on beginning teachers’ instructional practices and on students’ learning outcomes. A quasi-experimental approach compares teachers with high versus low engagement, using survey data, classroom observations, interviews, teaching-practice ratings, and student achievement indicators.",{"@graph":69,"@context":123},[70,84,106],{"@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/study-of-the-impact-of-the-california-formative-assessment-and-support-system-for-teachers-research-summary/269185/",{"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/study-of-the-impact-of-the-california-formative-assessment-and-support-system-for-teachers-research-summary/269185.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is CFASST and how is it used in teacher induction?","Question",{"text":113,"@type":114},"CFASST is a structured two-year induction program for beginning teachers. It uses a series of twelve events aligned to the California Standards for the Teaching Profession (CSTP), supported by trained support providers and ongoing formative assessment.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How did the study compare the impact of CFASST on outcomes?",{"text":118,"@type":114},"The study used a quasi-experimental design without a natural control group, creating comparison groups based on variability in program engagement. Teachers were classified by CFASST engagement levels using a calculated engagement score.",{"name":120,"@type":111,"acceptedAnswer":121},"What evidence did the study use to estimate effects on teacher practices and student learning?",{"text":122,"@type":114},"Teacher impacts were estimated through ratings on ten measures of teaching practice linked to effective teaching, including instructional planning and feedback. Student impacts used data from the STAR program and the school-level Academic Performance Index (API) to account for school effects.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},269185,1789447884,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"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":130,"read_time":52,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Study of the Impact of the California Formative Assessment and Support System for Teachers: Research Summary  \nMarnie Thompson, Pamela Paek, Laura Goe, and Eva Ponte  \nJuly 2004  \nThe California Formative Assessment and Support System for Teachers (CFASST) is a structured, two-year induction program for beginning teachers that is used across the state as a central component of California’s Beginning Teacher Support and Assessment (BTSA) program. In 2002, the California Commission on Teacher Credentialing commissioned ETS to conduct a study of the impact of BTSA/CFASST. In this study, we looked atthe impact of the program on the teaching practices of beginning teachers and on the learning of their students. This document summarizes the results of that study. Detailed information on the methods and findings of the study can be found in a series of technical reports [that can be obtained from](that can be obtained from www.ets.org/research/CFASST.html:)[ ](that can be obtained from www.ets.org/research/CFASST.html:)[www.ets.org/research/CFASST.html](that can be obtained from www.ets.org/research/CFASST.html:)[:](that can be obtained from www.ets.org/research/CFASST.html:)  \nReport 1: Beginning Teachers’ Engagement with BTSA/CFASST  \nReport 2: Relationship of BTSA/CFASST and Teacher Practices  \nReport 3: Relationship of BTSA/CFASST and Student Achievement  \nReport 4: Methodological Considerations and Recommendations for Future Research  \nOverview of BTSA/CFASST and the Design of the Study  \nCFASST provides a series of twelve “events” based on the California Standards for the Teaching Profession (CSTP) . With the guidance of an experienced teacher who has been trained as a support provider, beginning teachers learn about best practices, plan lessons, reflect on their teaching, and apply what they have learned in their classrooms. This is facilitated by ongoing formative assessment in which beginning teachers and their support providers assess their teaching practice and set goals for professional growth, using a formative assessment tool based on the CSTP. In the 2002-2003 school year, CFASST was in its fourth year of large-scale use. In that year, 133 of 142 BTSA programs employed CFASST as a central component.  \nWe employed a quasi-experimental design to assess the impact of BTSA/CFASST on teacher practices and student learning. The study sample was drawn from the population of grade 3 to 5 teachers who were in their third year of teaching in the 2002-2003 school year and who had participated in BTSA in their first two years of teaching. Because BTSA is a statewide program for all new teachers with Multiple or Single Subject preliminary credentials, there was no natural control group by which to estimate program impacts. To identify a comparison group for the study, we capitalized on the fact that implementation of BTSA and CFASST is variable, such that some BTSA enrollees engage with the program in a deep and sustained way, while others receive far less of the“treatment.”A considerable portion of engagement variability stems from program-level differences in such matters as ease and frequency of access to support providers; time to meet and work on the CFASST events; and training and monitoring of support providers. We identified a sample of BTSA graduates who had a high level of engagement with the program and compared them to a sample that had low or no engagement.  \nWe began the study with a survey of 1, 125 third year teachers that asked teachers about their experiences with BTSA and CFASST. The survey was completed by 287 teachers (a 26% response rate), from 78 BTSA programs. From teachers’ responses, we calculated a CFASST engagement score by which we classified each teacher into high, middle, or low CFASST engagement levels. We contacted a sub-sample of 64 respondents for further study, attempting to draw from the top and bottom of the CFASST engagement scale. These teachers were interviewed by phone for further informati","cbCaiuqBPgiKdgMY","https://ap.wps.com/l/cbCaiuqBPgiKdgMY","pdf",244447,"English","# Overview of BTSA/CFASST and the Design of the Study\n## Events, support providers, and formative assessment process\n## Research design, samples, and engagement variability\n# Teachers’ Experiences with BTSA/CFASST\n# Impact on Teacher Practices\n# Impact on Student Learning\n# CFASST Engagement Measurement and Comparisons","[{\"question\":\"What is CFASST and how is it used in teacher induction?\",\"answer\":\"CFASST is a structured two-year induction program for beginning teachers. It uses a series of twelve events aligned to the California Standards for the Teaching Profession (CSTP), supported by trained support providers and ongoing formative assessment.\"},{\"question\":\"How did the study compare the impact of CFASST on outcomes?\",\"answer\":\"The study used a quasi-experimental design without a natural control group, creating comparison groups based on variability in program engagement. Teachers were classified by CFASST engagement levels using a calculated engagement score.\"},{\"question\":\"What evidence did the study use to estimate effects on teacher practices and student learning?\",\"answer\":\"Teacher impacts were estimated through ratings on ten measures of teaching practice linked to effective teaching, including instructional planning and feedback. Student impacts used data from the STAR program and the school-level Academic Performance Index (API) to account for school effects.\"}]","Study of the Impact of the California Formative Assessment and Support System for Teachers - Research Summary | PDF"]