Results & Impact
Program evaluation
Reports from external evaluators document the positive effects of eMINTS professional development on teacher and student outcomes. A summary of findings from 2002-2009 evaluators was compiled by research specialists at Learning Point Associates in summer 2010.
Student outcomes
- External program evaluations of student performance conducted 2002-2005 “consistently found that intermediate elementary students enrolled in eMINTS classroom significantly outperformed students enrolled in non-eMINTS classrooms on Missouri’s state standardized performance measures.”
- External evaluations conducted by the Education Development Center 2006-2009 concluded “For all subjects, the magnitude of the gap between eMINTS and non-eMINTS students by group –those with an individualized education program (IEP), in a Title I school, who qualified for the free and reduced-price lunch program (FRLP), minority–was statistically significant and grew over time.”
Teacher outcomes
- Early evaluations found evidence that “eMINTS teachers who facilitated student-centered instruction were significantly more likely to construct a well-ordered and effective learning environment than those who were less focused on student-centered instruction.”
- More recent EDC research indicates that teachers who have completed eMINTS PD “demonstrated high levels of mastery on classroom technology integration and inquiry-based learning strategies.”
Special projects
The eMINTS National Center engages in special projects to increase the general knowledge base about effective uses of technology in teaching and learning. Special projects often include research findings and reports.
Read special project research reports that reflect the eMINTS National Center’s additional contribution to the field of educational technology.
Participants’ stories
Find real-life stories what eMINTS participants - teachers, administrators, students – are saying about their experiences.
