Document Type

Report

Publication Date

6-4-2024

Series Title

Arkansas Education Report

Series Number

Volume 21, Issue 1

Keywords

Professional learning communities; PLCs; PLC at Work; professional development

Abstract

This study evaluates the impact of the Professional Learning Communities (PLC) at Work model on student achievement and growth in Arkansas schools. Implemented through a partnership between the Arkansas Department of Education and Solution Tree, the program promotes collaborative professional development among educators. Using a matching process and an event study framework, we analyze longitudinal data on student performance in English Language Arts (ELA) and mathematics from multiple cohorts of schools.

The overall results reveal mixed outcomes. While no statistically significant improvements were observed in overall student achievement or growth, there were concerning trends for economically disadvantaged students. This subgroup exhibited consistent negative associations with program participation, particularly in mathematics, suggesting the PLC at Work model may not be positively impacting these students. Additionally, while some cohorts showed temporary positive effects in ELA growth, these did not persist. The results raise concerns about the program's current effectiveness and suggest a need for enhanced oversight and accountability. The study contributes valuable insights for policymakers and educators aiming to leverage professional development initiatives to enhance student outcomes.

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