Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama

Abstract

This report provided the AMSTI team with the school sites we identified as having the most successful AMSTI outcomes for ELL students. Their further investigation of these schools, referred to as model AMSTI ELL schools, should provide key information for tailoring AMSTI training to support all learners.

This study replicated the results of the 2012 study by finding a positive impact of AMSTI for students on the ACT Aspire reading assessment equivalent to 2 percentile points. This analysis used students of AMSTI-trained science teachers, as the training purposely integrates reading and writing practices into the science modules.

We also investigated the impact of AMSTI on early-career teachers, and found positive impacts of AMSTI for partially-trained math teachers and fully-trained science teachers. The sample of teachers for this analysis was those in their first three years of teaching with varying levels of AMSTI training.