Results
Since 1994, CTL has helped schools achieve dramatic results through sustained, job-embedded professional development reinforced by instructional leadership at the administrative level. Our approach increases teacher self-efficacy and student achievement across grade levels and disciplines.
CTL's Adolescent Literacy Model Results
Over a seven-year period, the implementation of CTL's Adolescent Literacy Model resulted in increased teacher self-efficacy (teachers' belief that they can improve student learning) and increased student reading achievement compared with matched schools in both a federal Teacher Quality grant and a federal Striving Readers research study. Research on teacher efficacy indeed establishes a strong correlation with gains in student achievement.
The graph below compares changes in the responses to pre- and post-project surveys of perceived efficacy by teachers in the Striving Readers project who had received professional development training through CTL's Adolescent Literacy Model with those of teachers in matched schools who had not received the CTL training:
Self and Collective Efficacy Change Scores: CTL's ALM in Striving Readers
Sixth and ninth grade student achievement data gathered before and after teachers participated in CTL Adolescent Literacy Model professional development likewise revealed higher scores in schools that received CTL training than in matched schools that did not:
Comparison of Pre/Post Student Achievement Data: CTL's ALM in Striving Readers
More results coming soon!