Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity

Abstract

We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.

Seven-Year Itch: Sustaining and Scaling a Cognitively Guided Instruction Initiative

“…Students in CGI classrooms demonstrate their learning through shifts in their participation in the class, according to Carpenter and Franke (Glennan et al,p. 52) Formative assessment is used in the CGI classroom (Schoen et al, 2022), with teachers'…”

“…Students share the details of their strategies, and discuss them with their peers, building understand what students know and can do, and plan next steps. Through the process, students develop mathematical knowledge, personal agency and come to see themselves as mathematicians (Carpenter et al, 2015, Schoen et al, 2022.…”

Seven-Year Itch: Sustaining and Scaling a Cognitively Guided Instruction Initiative

“…Students in CGI classrooms demonstrate their learning through shifts in their participation in the class, according to Carpenter and Franke (Glennan et al,p. 52) Formative assessment is used in the CGI classroom (Schoen et al, 2022), with teachers'…”

“…Students share the details of their strategies, and discuss them with their peers, building understand what students know and can do, and plan next steps. Through the process, students develop mathematical knowledge, personal agency and come to see themselves as mathematicians (Carpenter et al, 2015, Schoen et al, 2022.…”