Principal Investigator
Steven Malick and Lauren Amos – Mathematica
Project Description
This study evaluates the implementation and impact of the Inspired Teaching, Exceptional Learning (ITEL) initiative, an integrated model that combines high-quality instructional materials, strategic staffing, aligned professional learning, teacher leadership, and differentiated compensation. Conducted across approximately 20 districts, the study draws on mixed methods data from school leaders, teacher leaders, teachers, and students in kindergarten through eighth grade. The evaluation uses a quasi-experimental design with matched comparison groups to estimate impacts on student outcomes such as achievement, attendance, and discipline, as well as teacher outcomes including retention, self-efficacy, and instructional practices. The study also includes a large-scale implementation component using surveys, classroom observations, interviews, and service provider logs to examine how ITEL is implemented across diverse contexts and to identify factors that support or hinder effective implementation at scale.
Research Questions
- What is the impact of implementing the ITEL model on student outcomes, including achievement, attendance, and disciplinary outcomes, and on teacher outcomes such as retention and instructional practice?
- How do impacts vary across implementation contexts, student populations, and levels of implementation fidelity?
- How are the core components of ITEL implemented across sites, and what factors support or hinder effective implementation and scaling?
