Sustaining Effective Teacher Practice: The Impact of the EL Education Language Arts Curriculum and Professional Development on Teachers’ Instruction

Publisher: Washington, DC: Mathematica Policy Research
Nov 01, 2018
Jane Choi, Scott Richman, and Sarah Dolfin

Key Findings

  • Significantly more TPP teachers encouraged students’ higher-order thinking skills— such as inference, analysis, synthesis, and evaluation.
  • Significantly more TPP teachers asked students to cite evidence from texts in discussions and their writing.
  • Students taught by TPP teachers engaged significantly more often in reading, writing, and speaking about texts in the second year of TPP.

To address the need for high quality and lasting professional learning for teachers, EL Education developed the Teacher Potential Project (TPP), which includes a Common Core State Standards (CCSS)-aligned EL Education Language Arts Curriculum in combination with intensive PD. In an independent study funded by a U.S. Department of Education Investing in Innovation (i3) grant, Mathematica Policy Research examined a range of teachers’ CCSS-aligned instructional practices after one and two years of TPP engagement. The Mathematica study team found that a significantly greater proportion of TPP teachers demonstrated and sustained a range of CCSS-aligned instructional practices compared with teachers who used the curriculum and professional development provided by their districts.


EL Education Schools and Teacher Professional Development


EL Education

Time Frame


Senior Staff

Jane Choi
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Scott Richman
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Sarah Dolfin
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