Research & Outcomes
Over the last 10 years, numerous peer reviewed journal publications (over 25 articles) have documented substantial reliability and validity evidence supporting the CSAS as an effective measure for helping teachers’ enhance their use use of important evidence-based practices. Originally developed through a US DOE IES Goal 5 grant (R305A080337) utilizing modern test theory and rigorous psychometric standards, the CSAS has been a part of several large federal grants and foundation awards, as well as received several awards for innovative research from the American Education Research Association (AERA).
Student Outcomes
Teachers who use CSAS strategies facilitate greater student achievement, growth, and engagement
CSAS Observer Form Predictive Validity with 2009-2010 NY Student Achievement Scores
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CSAS Observer Form Discrepancy Scores predicted student achievement on the standardized statewide assessment used in NY for grades 3 through 5
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As Discrepancy Scores became larger, students’ performance on the NY assessment decreased, suggesting that as teachers’ need for changes in their classroom practices increases, student achievement decreases
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Math – 1 Standard Deviation increase in Discrepancy Scores resulted in 25% decrease in odds of success (passing) on statewide testing
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ELA – 1 Standard Deviation increase in Discrepancy Scores resulted in 30% decrease in odds of success (passing) on statewide testing
CSAS Observer Form Predictive Validity with 2013-2014 NJ Student Achievement Scores
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In several high poverty schools, Observer Form Discrepancy Scores predicted student achievement on the standardized statewide assessment used in NJ for grades 3 through 8
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Highly Similar results to the previous Observer Form study
CSAS Observer Predicts Students' Gains on the 2014-2015 Measures of Academic Progress (MAP)
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In several high poverty schools in NJ, Observer Form Discrepancy scores predicted students gains on the Measures of Academic Progress, a computer adaptive test assessing common core standards (Northwest Evaluation Association [NWEA], 2011)
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Two-level hierarchical linear modeling was applied to achievement scores from 2,771 students in 130 kindergarten through 8th grade classrooms in 13 urban schools serving students in communities with high concentrations of poverty.
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Results suggest that teachers’ use of evidence-based instructional and behavior management strategies, as measured by the CSAS, were associated with reading and mathematics gains.
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In general, students in classrooms with higher quality use of evidence-based teaching strategies exhibited greater gains, whereas students in classrooms with lower quality use of effective strategies exhibited lesser gains.
Teacher Coaching & Case Studies
Teachers receiving CSAS coaching and PD demonstrate
greater use of evidence based
instruction and behavior management practices
CSAS Coaching Study #1: Enhancing Teaching with a 4 Session Coaching Model
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In a Randomized Controlled Study conducted throughout several NJ & NY schools, the CSAS was used in a 4 session Instructional Coaching process to enhance teachers’ use of evidence based instructional and classroom behavioral management practices [Funded by US DOE Institute of Educational Sciences]​
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Relative to controls, coached teachers showed significant improvements in their use of observed behavior management practices (p < .01, d = .54) and teacher self-reported instructional and behavior management practices
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Teachers’ also self-reported on the Teacher Form increased use of evidence based practices
CSAS Coaching Study #2: Enhancing Teaching with an 8 Session Coaching Model
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In a Randomized Controlled Study at Jersey City Public Schools, New Jersey, the CSAS was used in an 8 session Instructional coaching process to enhance teachers' uteachers’ use of evidence based instructional and classroom behavioral management practices [Funded by Brady Education Foundation]
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Relative to controls, coached teachers had significant improvements in their use of observed instructional (p < .01, d = .52) and behavior management practices (p < .01, d = .60)
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Coached teachers demonstrated observed improvements in heir students’ academic behavior engagement (p < 0.05, d = .48).
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Coached teachers self-reported greater improvements in their students’ academic functioning (p < .05; d = .96) and behavioral functioning (p < .05; d = 1.24) compared to controls.
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