Principal Investigator
Jacob Kirksey – Texas Tech University
Project Description
This study presents findings from a four-year evaluation of Opportunity Culture in Ector County ISD. Using student-level administrative data from 2015–16 through 2023–24, the quantitative analysis examines standardized reading and math achievement for students taught by multi-classroom leaders, team teachers, and non-Opportunity Culture teachers. The analysis focuses on grades four through eight, with reported trends in grades four through seven. The study also includes qualitative interviews with multi-classroom leaders to understand implementation, leadership responsibilities, and instructional supports.
Research Questions
- What is the relationship between implementing Opportunity Culture staffing models and student achievement in math and reading?
- How do different Opportunity Culture roles (e.g., multi-classroom leaders vs. team teachers) differ in their impact on student outcomes?
- To what extent does Opportunity Culture improve overall teacher effectiveness, including spillover effects on teachers not directly participating in the model?
Key Findings
- Students taught by multi-classroom leaders experienced large positive gains in achievement, compared to classrooms with business-as-usual instruction. In reading, this corresponds to roughly six to 13 additional months of learning, and in math, roughly six to nine additional months of learning.
- Students taught by team teachers experienced moderate positive gains. In reading, students gained approximately three to four additional months of learning, and in math, about two additional months compared to students in business-as-usual classrooms.
- Associations are consistently positive across years, though the magnitude varies depending on year and role (multi-classroom leader vs. team teacher).
Study Citation
Kirksey, J. J., Gottlieb, J. J., Wiseman, A., Reed, B. M., Lansford, T., & Robison, E. (2026). Evaluating Opportunity Culture: Improving student achievement through strategic staffing in West Texas (Policy Brief No. 5). Texas Tech University College of Education.
The Key Findings above were reproduced from the published report and do not necessarily reflect interpretation of Overdeck Family Foundation staff.
