Principal Investigator
Stephani L. Wrabel – RAND
Project Description
In this study, teachers participated in the 2023 Direct Support Implementation Model, in which participating schools and districts worked directly with PERTS staff to implement Elevate and received recommendations, communities of practice, guided reflections, and a facilitators’ network. Teachers completed four Elevate cycles over a school year, consisting of a student experience survey, a student experience dashboard, and digital practice guides. Data from over 4,000 students across four districts were analyzed in this report, with teachers either implementing Elevate or operating as business-as-usual. The decision of whether or not to implement Elevate was made by teachers, schools, or districts.
Research Questions
- What is the relationship of Elevate with students’ course grades, academic dispositions, perceptions of school climate, and other outcomes of interest?
- What is the relationship of Elevate with teachers’ well-being, perceptions of school climate, self-reported classroom learning conditions, and other outcomes of interest?
- How do these relationships vary by student characteristics and subject?
Key Findings
Researchers found no relationship between the use of Elevate and student grades, growth mindset, or sense of belonging, and no evidence that Elevate was associated with teachers’ reported level of burnout. Exploratory analyses revealed an association between Elevate and student ratings of teachers’ valuing student voice and teacher caring, and teacher ratings of valuing student voice.
Study Citation
Wrabel, S.L., Doss, C.J., & Cherian, C. (2025). Elevating classroom learning conditions: An evaluation of the Elevate Platform’s 2023 direct support implementation model. RAND Corporation. Retrieved from: https://www.rand.org/pubs/research_reports/RRA3955-1.html.
The Key Findings above were reproduced from the published report and do not necessarily reflect interpretation of Overdeck Family Foundation staff.
