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Third-party studies have found that, on average, teachers who joined Opportunity Culture multi-classroom leaders’ teams moved from producing 50th percentile student learning growth to 77th percentile student learning growth.
- A 2018 study looked at implementation in three early Opportunity Culture districts
- A 2021 study looked at a Texas district’s outcomes during the 2020–21 pandemic year.
In the Texas study, the researchers highlighted how positive the results were for English language learners and students considered socioeconomically at risk—particularly notable during a pandemic.
We took these results and applied the method of Stanford researchers led by Eric Hanushek* to convert the data into years of learning, to see that they equated to:
- an extra 0.2 to 0.8 years of learning in reading
- and an extra 0.3 to 0.7 years of learning in math—just by having a multi-classroom leader (MCL) with prior high growth guide the team.
- And in the Texas study, the nearly 2,000 English learners taught by Opportunity Culture teams had even larger reading gains—again using the Stanford researchers’ method, that meant an extra 1.3 years of learning compared with other English learners.
The Texas study looked at outcomes in the Ector County Independent School District; the 2018 study from Brookings and AIR for the CALDER Center looked at implementation in three early Opportunity Culture districts.
In addition, the Opportunity Culture initiative has been recognized by numerous policy leaders as an effective Covid recovery strategy. Read our blog post to learn more.
*In this method, 0.25 standard deviations = 1 year of learning. See: Hanushek, E., Peterson, P., & Woessmann, L. (2012, Fall). Is the U.S. Catching Up? International and State Trends in Student Achievement. Education Next. Retrieved from http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BPeterson%2BWoessmann%202012%20EdNext%2012%284%29.pdf
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