If teacher effectiveness is to be tied to student performance as measured by District or State Tests, the QUESTIONS TO ASK ARE...

1. Will the professional development that builds capacity in teachers MAKE A SIGNIFICANT DIFFERENCE IN ACADEMIC ACHIEVEMENT?
2. If so, HOW MUCH DIFFERENCE?

LEARNING BRIDGES HAS BEEN PROVEN TO SIGNIFICANTLY
INCREASE ACHIEVEMENT…consistently!

1. Learning Bridges is the ONLY professional development ALIGNED to State Standards and Assessments. (McREL, 2008)
2. Learning Bridges makes a difference in teacher knowledge and skills. (McREL, 2008)
3. Learning Bridges makes a difference in teacher pedagogy – they USE IT in the classroom. (McREL, 2008)
4. McREL identified significant, positive relationships between Learning Bridges coursework and student achievement in both reading and mathematics. (McREL, 2009)
   Effect sizes for significant relationships ranged from ES = .31 to ES = .56 and can be interpreted as medium to large according to Cohen’s guidelines. These Effect sizes translate to 13 – 21 percentile point gains HIGHER in academic achievement in reading and mathematics for students whose teachers participate in Learning Bridges. (McREL, 2009)
5. Females outscored their peers by .27; students of color outscored their peers by .22; students living in poverty outscored their peers by .14, and English language learners outscored their peers by .41 standard deviation units. This translates to 5 to 17 percentile point gains HIGHER in achievement for diverse learners with teachers who participate in Learning Bridges. (McREL, 2009)

Learn more about...

• Professional Development System