LEARNING FROM TEACH FOR ARMENIA TO PROMOTE SYSTEMIC TRANSFORMATION

Through collaborative efforts with the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles (UCLA) School of Education and Information Studies (SEIS), as well as with the Ministry of Education, Science, Culture and Sports (MoESCS), Teach For Armenia has undertaken a comprehensive study spanning 18 months to assess the efficacy of its signature Teacher Leadership Program. The study aims to examine the key research question: “What impact does Teach For Armenia’s approach to teaching have on student leadership, the school, and the community at large?” Specifically, the CRESST team will investigate the influence of Teach For Armenia’s Teacher-Leaders on student outcomes, the effect of Teach For Armenia’s teaching practices and engagement, and the impact of Teach For Armenia’s Change-Based Learning approach on student leadership development.

The first phase of the study entailed data collection from 78 schools, including 39 schools that were carefully selected in partnership with MoESCS to serve as a control group. Ensuring an equal number of schools in both the control and intervention groups was key in the design of the study in order to assess Teach For Armenia’s added value as a program. During the month of October 2023, a team of data collectors gathered the baseline data from both the control and intervention groups. With guidance from CRESST, the local data collectors ensured careful attention was given to the precision and accuracy of the information that was gathered. The data was then transferred to CRESST for analysis. The next major milestone of the study will be the second round of data collection at the control and intervention schools, which will include extensive interviews with various stakeholders. Along with the baseline data, the interviews will provide qualitative data regarding Teach For Armenia’s impact on the communities where it operates. Mirroring the data collection methods during the baselining process, the culminating results will compare the progress made by both the control and intervention groups over the course of the school year. Heartfelt appreciation is extended to Dr. Eric Esrailian and UCLA’s School of Education and Information Studies (SEIS) for their generous financial backing of this pivotal study. Their invaluable contribution stands as a beacon of support, enabling CRESST and Teach For Armenia to catalyze meaningful change in the realm of education, fostering transformative prospects for students and educators not only within Armenia but also reaching beyond its borders