Exploring the Effectiveness of Solution Tree's PLC at Work® Process in Texas Schools
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| Title: | Exploring the Effectiveness of Solution Tree's PLC at Work® Process in Texas Schools |
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| Language: | English |
| Authors: | Kristin E. Mansell, J. Jacob Kirksey, Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE) |
| Source: | Center for Innovative Research in Change, Leadership, and Education. 2025. |
| Availability: | Center for Innovative Research in Change, Leadership, and Education. Texas Tech University, College of Education, 3002 18th Street, Room 168, Lubbock, TX 79409. Tel: 806-834-2923; e-mail: circle.educ@ttu.edu; Web site: https://hdl.handle.net/2346/88837 |
| Peer Reviewed: | N |
| Page Count: | 61 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Solution Tree, Inc. |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Elementary School Teachers, Middle School Teachers, High School Teachers, Teaching Experience, Institutional Characteristics, Faculty Mobility, Academic Achievement, Educational Improvement, Teacher Improvement, Achievement Gains, Teacher Effectiveness, Communities of Practice, Mathematics Achievement, Reading Achievement |
| Geographic Terms: | Texas |
| Abstract: | This final report provides findings from a three-part evaluation of Model PLC at Work® schools in Texas. Using linked statewide administration data from the University of Houston Education Research Center (UH-ERC), the evaluation examined the characteristics of schools achieving Model PLC at Work® designation, the impact of sustained implementation on student academic outcomes, and the effects on teacher turnover and retention. Results indicate that Model PLC at Work® schools are located across diverse geographic regions and employ more traditionally certified teachers, demonstrate lower turnover rates, and maintain a more veteran teaching workforce compared to statewide averages. Student achievement analysis of elementary and middle schools reveals consistent gains in both math and reading, equivalent to two to three months of additional learning, with especially strong effects for economically disadvantaged students in math and English learners in reading. Teacher workforce analysis further highlights stronger retention of highly effective teachers in Model PLC at Work® elementary, middle, and high schools, suggesting that the PLC at Work® process supports both student learning and the stability of instructional quality. Together, these findings demonstrate that the PLC at Work® process, when implemented with fidelity as found in Model PLC at Work® schools, is associated with measurable improvements in student outcomes and retention of highly effective educators. This research was supported by funding from Solution Tree. The findings and conclusions presented are those of the author(s) and do not necessarily reflect the views of the funding organization. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679058 |
| Database: | ERIC |
| Abstract: | This final report provides findings from a three-part evaluation of Model PLC at Work® schools in Texas. Using linked statewide administration data from the University of Houston Education Research Center (UH-ERC), the evaluation examined the characteristics of schools achieving Model PLC at Work® designation, the impact of sustained implementation on student academic outcomes, and the effects on teacher turnover and retention. Results indicate that Model PLC at Work® schools are located across diverse geographic regions and employ more traditionally certified teachers, demonstrate lower turnover rates, and maintain a more veteran teaching workforce compared to statewide averages. Student achievement analysis of elementary and middle schools reveals consistent gains in both math and reading, equivalent to two to three months of additional learning, with especially strong effects for economically disadvantaged students in math and English learners in reading. Teacher workforce analysis further highlights stronger retention of highly effective teachers in Model PLC at Work® elementary, middle, and high schools, suggesting that the PLC at Work® process supports both student learning and the stability of instructional quality. Together, these findings demonstrate that the PLC at Work® process, when implemented with fidelity as found in Model PLC at Work® schools, is associated with measurable improvements in student outcomes and retention of highly effective educators. This research was supported by funding from Solution Tree. The findings and conclusions presented are those of the author(s) and do not necessarily reflect the views of the funding organization. |
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