EDC reports - eMINTS program evaluation

The eMINTS National Center uses both formative and summative evaluation processes to provide continuous, high-quality support for its professional development programs.   eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement Executive Summary   Analysis of 2006 MAP Results for eMINTS and Non-eMINTS Students Executive Summary   Find additional reports from years prior to FY05     For more information contact the eMINTS National Center at emints-info@emints.org or (573) 884-7202.

EDC reports, 2006 -

An external evaluation of the eMINTS National Center programs has been completed by Education Development Center (EDC). EDC is a global nonprofit organization that develops, delivers and evaluates innovative programs to address some of the world’s most urgent challenges in education, health and economic development. Commissioned for the eMINTS evaluation in 2006 following a competitive bid process, EDC’s report includes important findings about the program implementation fidelity and integrity; teacher mastery of key eMINTS professional development concepts; and the impact of the program on both teachers’ teaching practices and on students' academic performance.

EDC also completed an analysis of FY05 eMINTS schools’ Missouri Assessment Program (MAP) results.

eMINTS wishes to thank the schools, districts, teachers and eMINTS instructional specialists who contributed to the overall program evaluation process from 2006 - 2008 by allowing evaluators to observe professional development sessions, analyze classroom visit data, review electronic teacher portfolios and analyze student standardized assessment data. Your assistance and participation contribute to a better understanding of eMINTS professional development programs and provide opportunities for eMINTS to improve.

eMINTS Program Evaluation Report: An Investigation of Program Fidelity and Its Impact on Teacher Mastery and Student Achievement (PDF 466 KB)

This evaluation provides evidence that the eMINTS program is being implemented with a high level of fidelity and integrity by both the eMINTS staff and participants and graduates of the PD4ETS program; that teachers are mastering most, but not all of the core eMINTS concepts; and that maintaining a high level of Program Fidelity/Integrity is important for ensuring that teachers are mastering the core program concepts, which may then result in higher levels of student achievement.

Executive Summary (PDF 88 KB)

Analysis of 2006 MAP Results for eMINTS and Non-eMINTS Students (PDF 94 KB)

The analyses of the 2006 MAP Communication Arts and Mathematics data presented in this report indicate that the eMINTS program is having a small but definite impact on student outcomes in the four grades that were examined. While there were little or no differences evident between students in eMINTS and non-eMINTS classrooms when the basic analyses were conducted, once regressions were done that controlled for the many demographic variables that can affect student achievement, the analyses suggested that students in eMINTS classrooms in grades three through six perform slightly better on the MAP assessments than students in non-eMINTS classrooms, and in two cases (third and fifth grade Mathematics) perform significantly better on the MAP assessment.

No significant differences were found in achievement between eMINTS and non-eMINTS students based on gender, race/ethnicity or IEP. However, positive trends in student performance were found for eMINTS students who qualified for Title I services and FRLP. This finding suggests that the program is having a greater impact on the highest-need students. It is important to note that eMINTS is now funded in Missouri primarily through the Title II.D grant program, which only provides funds for schools that meet federal poverty criteria. Because of this limitation, a large percentage of the students in eMINTS classrooms come from economically disadvantaged backgrounds. The results from these analyses suggest that the program may be particularly appropriate for the specific student population that it is serving.

Executive Summary (PDF 25 KB)

Reviewed November 18, 2008.