To Educate All Children (TEACH), 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-07
Type: Reports - Research
Subjects: Faculty Development,Classroom Techniques,Classroom Environment,Conflict Resolution,Nonverbal Communication,Self Esteem,Student Behavior,Academic Achievement,Attendance,Discipline,Student Attitudes,Program Effectiveness,Elementary Schools,Middle Schools,Suspension

To Educate All Children (TEACH) provides educators with intensive one-on-one training in classroom culture, focusing on de-escalation, conflict resolution, nonverbal communication, and building student's self confidence. Through intensive educator training, TEACH helps educators create safe, calm learning environments for students (TEACH, n.d.). Trained educators develop skills that support positive classroom management. Consequently, it is expected that schools experience a decrease in student disciplinary referrals, calmer and more productive classrooms, and improvements in student achievement. Research has shown that students' perceptions of teacher support play a central role in feeling connected to school and to socio-emotional well-being (Stracuzzi and Mills, 2010). Student connectedness also has been found to protect students against risky and problem behaviors in school (Catalano, Haggerty, Oesterle, Fleming, &amp; Hawkins, 2004; CDC, 2009). There is a need for research that focuses on programs that are designed to improve classroom climate through teacher development and how these programs affect the social, emotional, and academic development of students (Thapa, Cohen, Guffey, and Higgins D'Alessandro, 2013). To that end, this evaluation explored specific outcomes that may be affected through the implementation of the TEACH model in Houston Independent School District (HISD) schools. These areas include: (1) Attendance; (2) Disciplinary actions; (3) Academic achievement; and (4) Student perceptions of the classroom environment where teachers were trained using the TEACH model. The study population consisted of a sample of students whose teachers were trained using the TEACH model. The student sample was selected using a non-probability sampling procedure of classrooms at MacGregor, Mading, and Walnut Bend elementary schools as well as Revere middle school. Most of the student samples' teachers had no experience using the TEACH model prior to the 2015-2016 academic year. Only students who completed the Classroom Environment pre- and post-survey comprised the final student sample. Outcome data (academic achievement, attendance, and discipline) were analyzed for these students. Demographic characteristics of the student sample and all students at the sampled TEACH schools were extracted from the Public Education Information Management System (PEIMS) for the 2015-2016 academic year to determine how the student sample compared to all students at the sampled TEACH schools. The student sample was administered the Classroom Environment survey in January 2016 and in May 2016. These points in time were selected to ensure that teachers had a sufficient amount of time to implement the TEACH model, with the intent of increasing the reliability in students' survey responses. To that end, this evaluation assessed the impact of TEACH on attendance and disciplinary actions of students. Additional outcome measures included reading and math performance of students whose teachers participated in the program during the 2015-2016 academic year. Key findings include the following: (1) The sample was comprised of students whose teachers were trained using the TEACH model during the 2015-2016 academic year, and who completed both the pre- and post-Classroom Environment surveys; (2) There were significant decreases in the mean number of excused, unexcused, and total absences of the TEACH study sample from 2014-2015 to 2015-2016. TEACH had a small program effect on the student samples' excused, unexcused, and total absences; (3) There was a decrease in the percentage of out-of-school suspensions for the sample in 2015-2016 compared to 2014-2015; (4) Significant increases were noted in the English STAAR reading scale scores of students in the study sample who progressed in grade level from 2015 to 2016 (first test administration); and (5) There were increases in the English STAAR math scale scores of students in the study sample from 2015 (Level II, Phase-in 1 Standard) to 2016 (Progression Standard, first test administration).