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Effective Teacher Coaching – Improving student outcomes in Mexico.
Last registered on September 25, 2017

Pre-Trial

Trial Information
General Information
Title
Effective Teacher Coaching – Improving student outcomes in Mexico.
RCT ID
AEARCTR-0002454
Initial registration date
September 25, 2017
Last updated
September 25, 2017 4:05 PM EDT
Location(s)
Region
Primary Investigator
Affiliation
University of Maryland/CIDE
Other Primary Investigator(s)
PI Affiliation
Claremont Graduate University
Additional Trial Information
Status
In development
Start date
2017-10-01
End date
2018-12-01
Secondary IDs
Abstract
We implement a pilot teacher-coaching program in the state of Sonora, in Mexico. The program will be implemented with lower secondary teachers teaching 9th grade mathematics in 67 of the state's general and technical secondary schools. Each coach works with approximately 5 teachers meeting regularly both in person and virtually for approximately six months. We will collect data on program implementation through survey and interview of program participants (teachers and coaches). Classroom practice will be measured using the CLASS observation rubric. In addition, we will administer pre- and post-tests of general skills, as well as survey students for engagement and perceptions of teaching quality.
External Link(s)
Registration Citation
Citation
Parker, Susan and Lucrecia Santibanez. 2017. "Effective Teacher Coaching – Improving student outcomes in Mexico.." AEA RCT Registry. September 25. https://doi.org/10.1257/rct.2454-1.0.
Former Citation
Parker, Susan, Susan Parker and Lucrecia Santibanez. 2017. "Effective Teacher Coaching – Improving student outcomes in Mexico.." AEA RCT Registry. September 25. http://www.socialscienceregistry.org/trials/2454/history/21793.
Experimental Details
Interventions
Intervention(s)
Intervention Start Date
2017-11-01
Intervention End Date
2018-06-01
Primary Outcomes
Primary Outcomes (end points)
Student achievement tests in math, tests measuring mathematical content knowledge of teachers, CLASS instrument measuring teacher practices in the class room, students perceptions on mathematics
Primary Outcomes (explanation)
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
The study randomly assigns 67 secondary schools to two distinct groups, a treatment group receiving teacher coaching to teachers who teach mathematics to 9th grade students and a control group. Randomization is carried out at the school level, not the teacher level. The randomization is stratified by municipality (three municipalities are included in the design) and by number of "turnos"-some schools have both morning and afternoon sessions.
Experimental Design Details
Randomization Method
Randomization done in office by a computer
Randomization Unit
School level
Was the treatment clustered?
Yes
Experiment Characteristics
Sample size: planned number of clusters
67 schools
Sample size: planned number of observations
10000 students, all students in 9th grade in selected schools
Sample size (or number of clusters) by treatment arms
34 treatment schools, 33 control schools
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB
INSTITUTIONAL REVIEW BOARDS (IRBs)
IRB Name
Claremont Graduate University
IRB Approval Date
2017-08-22
IRB Approval Number
2968
Post-Trial
Post Trial Information
Study Withdrawal
Intervention
Is the intervention completed?
No
Is data collection complete?
Data Publication
Data Publication
Is public data available?
No
Program Files
Program Files
Reports, Papers & Other Materials
Relevant Paper(s)
REPORTS & OTHER MATERIALS