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Comparison of Math Teacher Leader Models: Value-added Analysis of Student Achievement in Schools with Released and Non- released Math Teacher Leaders

Abstract

The released Math Teacher Leader (MTL) strategy represented a significant change from the initial approach of the Milwaukee Mathematics Partnership. This strategy, which provides for teachers to be released from 80% of their teaching responsibilities, was important for sustaining the MTL role. Results from a value-added analysis at the elementary and middle school levels suggest that the MTL release model has led to improvements in underperforming schools. The initial disparities in achievement between underperforming schools with a released MTL and higher performing schools without a released MTL are disappearing. This suggests that the released MTL model may be a better solution for underperforming schools than the non-release model and that MTLs are having a positive impact in many schools.

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