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This study evaluates one district’s program on students’ annual state test performance using interrupted time series methods with five years of student-level data. Results show no significant effects in ELA and a small negative effect in mathematics, with larger positive effects in mathematics for a stable sub-sample.",{"@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/the-impact-of-a-formal-teacher-leadership-program-on-student-performance/602196/",{"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/the-impact-of-a-formal-teacher-leadership-program-on-student-performance/602196.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the teacher leadership program evaluated in the study?","Question",{"text":112,"@type":113},"The program developed, positioned, and rewarded teachers to work with peers to improve instruction, including instructional coaches and supported specialists.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers assess the program’s impact on student achievement?",{"text":117,"@type":113},"They analyzed five years of student-level state test data and used an interrupted time series design to compare trends before and after adoption.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main findings for ELA and mathematics?",{"text":121,"@type":113},"Overall, there were no significant effects in ELA and a small negative effect in mathematics; in a stable sub-sample, effects were largely positive for mathematics and positive but non-significant for ELA.","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},602196,1792493017,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>Arizona State University |\n| --- | --- |\n| Volume 31 Number 74 June 20 , 2023 ISSN 1068-2341 |  |\n\nThe Impact of a Formal Teacher Leadership Program  \non Student Performance  \nJonathan A. Supovitz  \n&  \nMeghan C. Comstock  \nUniversity of Pennsylvania  \nConsortium for Policy Research in Education  \nUnited States  \nCitation: Supovitz, J. A., & Comstock, M. C (2023). The impact of a formal teacher leadership program on student performance. Education Policy Analysis Archives, 31(74) .  \n[https://doi.org/10.14507/epaa.31.7524](https://doi.org/10.14507/epaa.31.7524)  \nAbstract: Formal teacher leader programs that develop, position, and reward teachers to work with peers to improve instruction are a growing reform effort in the United States, yet there are few published studies of their efficacy. In this paper, we examine the impacts of one district’s teacher leadership program on students’ annual state test performance. The program placed full-time instructional coaches and partly released English language arts (ELA) and mathematics content specialists in each of 11 district schools. To assess the program’s impact, we examined five years of student-level state test data; two years before the adoption of the intervention and three years afterwards. Using an interrupted time series design, we examined trends in performance before and after the adoption of the intervention. Overall, there were no significant effects in ELA, and a small negative effect in mathematics. By contrast, in the stable sub-sample of students who were in the district for the five years examined in the study, there was a large significant positive effect in mathematics and large but non-significant positive effect in ELA. We conclude with a discussion the implications of these findings for research and policy.  \nKeywords: teacher leadership; interrupted time series; impact study  \nEl impacto en el desempeño de maestros de un programa de liderazgo  \nResumen: Programas formales de liderazgo de maestro que desarrollan, posicionan, y recompensana maestros para que trabajen con compañeros para mejorar instruction es un esfuerzo de reforma que está creciendo en los Estados Unidos, aún que todavía no hay muchos estudios publicados sobre su eficacia. En este artículo, examinamos los impactos de un maestro y su programa deliderazgo a sobre el rendimiento de los exámenes anuales del estado. El programa proporcionó tutores de tiempo completo, y también parcialmente publicado artes de lengua ingles (ELA) y también especialistas de matemáticas en cada escuela de 11 distritos. Para evaluar el impacto del programa, examinamos cinco años de datos de pruebas estatal; dos anós antes la adopción de la intervención y tres después. Usando un diseño de series de tiempo interrumpido, examinamostendencias de rendimiento antes y después la adopción de la intervención. En general, no habíanefectos significados en ELA y un pequeño efecto negativo en matemáticas. Por el contrario, en la sub-muestra de estudiantes quien estaban en el distrito para los cinco años examinados en el estudio, había un significativo efecto positivo en matemáticas y un efecto grande y positive pero no muy significado en ELA concluimos con una discusión a sobre las implicaciones de estos encuentros para investigaciones.  \nPalabras-clave: liderazgo de maestros; serie temporal interrumpida; estudio de impacto  \nO impacto no desempenho do professor de um programa de liderança  \nResumo: Programas formais de liderança de professores que desenvolvem, posicionam erecompensam professores para trabalhar com colegas para melhorar a instrução é um esforço de reforma crescente nos Estados Unidos, embora ainda não haja muitos estudos publicados sobre suaeficácia. Neste artigo, examinamos os impactos de um professor e seu programa de liderança sobre odesempenho nos testes estaduais anuais. O programa forneceu tutores em t","cbCaimRqJAdHn3Xr","https://ap.wps.com/l/cbCaimRqJAdHn3Xr","pdf",442831,"English","# Abstract\n## Keywords","[{\"question\":\"What was the purpose of the teacher leadership program evaluated in the study?\",\"answer\":\"The program developed, positioned, and rewarded teachers to work with peers to improve instruction, including instructional coaches and supported specialists.\"},{\"question\":\"How did the researchers assess the program’s impact on student achievement?\",\"answer\":\"They analyzed five years of student-level state test data and used an interrupted time series design to compare trends before and after adoption.\"},{\"question\":\"What were the study’s main findings for ELA and mathematics?\",\"answer\":\"Overall, there were no significant effects in ELA and a small negative effect in mathematics; in a stable sub-sample, effects were largely positive for mathematics and positive but non-significant for ELA.\"}]","The Impact of a Formal Teacher Leadership Program on Student Performance | PDF",1792094210,48]