Independent Evaluation Validates Success of PLC at Work Project in Arkansas

Date 

January 11, 2021

Social 

PLC at Work

An independent evaluation of Arkansas’ Professional Learning Communities at Work project determined that the program has positively impacted student achievement on the ACT Aspire assessment.

Education Northwest, a third-party research firm that conducts external evaluations of programs to determine their effectiveness, evaluated Arkansas’ PLC at Work® model. After only two years of data, the firm found that Arkansas’ program positively impacted students’ math ACT Aspire scores, as well as the math scores among specific student subgroups. Arkansas’ efforts also resulted in student math achievement gains that exceeded those attributed to other professional learning programs.

“The Education Northwest report confirms what we have known the last couple of years: When a culture of collaboration is created that is entirely student-focused, then student achievement increases,” Arkansas Department of Education Secretary Johnny Key said. “When we were introduced to the PLC at Work model a few years ago, we knew it was critical to success here in Arkansas. This report not only validates educators’ hard work in changing the culture at their school, it also confirms that students are responding to these efforts, resulting in enhanced learning. We are extremely pleased with these results, and I’m excited to see future successes from the program.”

Education Northwest started the three-year study with the first cohort of Arkansas’ PLC at Work project (which includes nine schools and one district). The firm intended to complete the study after the 2020 state assessment; however, COVID suspended testing this spring. The study will conclude in 2021 after state assessment results are administered.

Impact Summary: Cohort 1 Year 2

At-A-Glance: Successfully Implementing PLC at Work

For more information about the independent evaluation of PLC at Work in Arkansas, please contact Principal Investigator Kathryn Torres, Ph.D. or Jennifer Esswein, Ph.D.