We have testimonials from educators all over the country who tell us that the IFL's work has been instrumental in their professional growth and to the growth of the students and educators they work with. They consistently say that when they work with IFL Fellows around IFL resources they are challenged, engaged, and enriched by those experiences.
The skill set the Fellows bring to the work was not only helpful to our students, but developed the capacity of our staff. I can honestly say that the great majority of our staff attributed the deep understanding of high quality, rigorous teaching and learning to the work provided by the Institute for Learning.Steven Flores, Ph.D.
Former Chief of Staff, Dallas Independent School District
I tried your suggestion about waiting for students to answer and not repeating what they say and it did work immediately! I was amazed that even students who normally did not participate were thinking about and talking about To Kill a Mockingbird. We had a really thoughtful conversation as a class.
English language arts teacher
Over the past twenty years, we have collected thousands of artifacts from the students and educators we have had the pleasure to work with. These artifacts tell us several things.
- The IFL's work makes a difference in daily practice. We see teachers asking students to work on complex texts, tasks, and projects. We see educators using Accountable Talk practices in classrooms and in professional settings. We see evidence of leaders' unrelenting focus on the instructional core. In other words, we have evidence of educators using what they've learned from their work with us to ensure that all students have access to quality instruction.
- The IFL's work results in growth over time. We see this growth in the contributions and responses students make in writing and discussions. We see it in the texts, tasks, and projects teachers assign to students. We see it in the improvements district leaders make in organizing for learning. And we see it students' achievement on standardized tests.
I used Accountable Talk in my classroom last year, and my students had high test scores and Level 5 growth. Accountable Talk is an awesome teaching technique, and my students and I use it from "bell to bell." Thanks for all of the resources you have to help us improve as educators.Rachel Dreyer
7th grade math teacher at Haywood Middle School
Haywood County Schools District in Brownsville, TN
The skill and competence of the Institute for Learning was indeed a major contributor to the increases in student achievement…You worked with a high level of honesty and integrity and exceeded the expectations we had for the partnership. Our scores consistently climbed and we were able to graduate our students prepared to succeed in college.Michael Hinojosa, Ed.D.
Former Superintendent, Dallas Independent School District
Numerous external evaluators have studied and continue to study the IFL's work. These studies show that our tools, programs, and services make a difference in the work of students and educators. Download a summary of the research on the impact of our work.
Honig, M.I. & Ikemoto, G.S. (2008). Adaptive assistance for learning improvement efforts: The case of the Institute for Learning. Peabody Journal of Education, 83: 328–363.
Talbert, J.E., David, J.L. & Lin, W. (2007, September). Evaluation of the disciplinary literacy-professional learning community (DL-PLC) initiative in Austin Independent School District: Interim report. Palo Alto, CA: Center for Research on the Context of Teaching, Stanford University.
The Role of Districts in Fostering Instructional Improvement Lessons from Three Urban Districts Partnered with the Institute for Learning
This study analyzed three urban districts' efforts to improve instructional quality and school performance and assess the contribution to those efforts made by an intermediary organization, the IFL. Data collected through extensive field interviews and focus groups conducted over a two-year period: RAND-developed surveys of elementary, middle, and high school principals and teachers; district and IFL documents; and demographic and student achievement databases.
Marsh, J.A., Kerr, K.A., Ikemoto, G., Darilek, H., Suttrop, M. Zimmer, R., et al. (2005). The role of districts in fostering instructional improvement lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/pubs/monographs/MG361/.
Cobb, P., & Smith, T. (2008). The challenge of scale: Designing schools and districts as learning organizations for instructional improvement in mathematics. In B. J. T. Wood, K. Krainer, P. Sullivan, & D. Tirosh (Eds.), International handbook of mathematics teacher education. Rotterdam, The Netherlands: Sense.
Quint, J.C., Akey, T.M., Rappaport, S., & Wilner, C.J. (2007, August). Instructional leadership, teaching quality, and student achievement: Suggestive evidence from three urban school districts. Oakland, CA: MDRC.
David, J.L., & Green, D. (2007, August). Improving English language arts instruction in Los Angeles high schools: An evaluation of the Institute for Learning-LAUSD ELA pilot program. Palo Alto, CA: Bay Area Research Group.
David, J.L., & Green, D. (2007, August). Improving mathematics instruction in Los Angeles high schools: An evaluation of the PRISMA pilot program. Palo Alto, CA: Bay Area Research Group.
Matsumura, L.C., Garnier, H.E., Spybrook, J.K. (2013). Literacy coaching to improve student reading achievement: A multi-level mediation model. Learning and Instruction. 25 , 35-48.
Matsumura, L.C., Sartoris, M., Bickel, D.B., & Garnier, H.E. (2009). Leadership for literacy coaching: The principal's role in launching a new coaching program. Educational Administration Quarterly, 45(5), 665-693.
From Schleppegrell, M., Achugar, M. & Oteiza, T. (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. Tesol Quarterly 38(1), p. 87.
Spillane, J.P. & Resnick, L.B. (2008). Learning leadership: Kernel routines for instructional improvement. Unpublished manuscript. Northwestern University and University of Pittsburgh.