Research Archive

Since its inception in 1999, external evaluations of the eMINTS program have been conducted to determine the effects of eMINTS professional development (PD) on teacher and student outcomes and to improve program implementation.

Report Title and LInk KeywordsDate PublishedKey Findings
The Impact of eMINTS Professional Development on Teacher Instruction and Student Achievement – Year 1 Report (January 2013)Program Fidelity 2013Examining program implementation and student impact in an i3 grant validation study, this report indicates consistently high levels of program fidelity during first year.
Classroom Amplification Systems Special Projects2011Text to speech (TtS) and voice recognition (VR) software has been in use for over a decade. This study examines their use in classrooms. This project confirmed that when students were given the opportunity to direct their learning with technology enabling tools they quickly mastered the software and were able to exploit the resources within the program to benefit their individual learning styles.
A Summary of External Program Evaluation 1999-2009Overall Impact 2010This research review considers the consistency of program fidelity, teacher implementation for inquiry based learning strategies and standardized test scores indicating student achievement.
eMINTS 2009 Program Evaluation ReportOverall Impact 2009Persistent implementation of programming, which is shown to consistently be implemented with a high level of fidelity, positively impacted student achievement.
eMINTS 2008 Program Evaluation ReportOverall Impact2008Analyzing program fidelity and impact, this report found that the program is being implemented with a high level of fidelity by eMINTS staff, participants and graduates of the PD4ETS program; that teachers are mastering some, but not all, of the core eMINTS concepts; and that maintaining a high level of Program Fidelity is important for ensuring teacher mastery the core program concepts, which may then result in higher levels of student achievement.
Program Fidelity and Its Impact on Teacher
Mastery and Student Achievement
Standardized Testing2008This study aims to compare eMINTS and non-eMINTS students using standardized test scores. When the analyses controlled for the demographic variables, being in an eMINTS classroom had a positive effect on the MAP scores of students in all four grades.
Analysis of 2005 MAP ResultsStandardized Testing2007Supporting previous findings, tests show significant positive differences by eMINTS enrollment status for SPED, Title I and FRL students.
Analysis of 2006 MAP ResultsStandardized Testing2007Findings suggests that the program is having a significant impact on the highest-need students once regression analysis controlled for extra variables.
Universal Design for Living Project Analysis Special Populations2007Study to determine how teachers and students would implement and use TtS and VR software in technology-rich general education classrooms to support student learning needs.
Voice Recognition and Speech-to-Text PilotSpec ial Project 2007This special project recognized that text-to-speech (TtS) and voice recognition (VR) software has been in used as an accommodation and an intervention. This study sought to determine the effectiveness of these two computer-based applications in general education technology-rich classrooms using UDL and found that there is a trend of a general positive effect.
Principals Exhibiting Student-Centered Leadership 2006Program Implementation2006This study identifies behaviors and compares schools with student centered and non student centered principals, indicating a 7% proficiency increase in MAP math scores in student centered led schools; emphasizing the salience of a student centered leadership.
Analysis of 2004 MAP Results Standardized Testing2005eMINTS schools shows significant differences on the MAP Communication Arts test and smaller, but positive, differences on the MAP Mathematics test. Analyses suggest that participation in the eMINTS program helps all teachers support higher levels of student achievement and target populations are reducing achievemnt gaps.
The Effects of eMINTS Enrollment on Title I StudentsSpecial Populations2005The infusion of eMINTs programs is shown to lessen the achievement gap between Title I and non Title I students.
Professional Development of eMINTS Teachers: A Comparison Program Fidelity 2005Comparison of implementation by eMINTS staff versus those who have taken a train the trainer showed that when controlled for Free and Reduced Lunch, the outcomes for students are very similar, implying that the train the trainer option can sustain program fidelity.
Classroom Climate, Instructional Practices and Effective Behavior Management 2004 The analysis describes clear relationships between a positive classroom climate and the use of effective behavior management strategies. The data suggests an overall improvement in the observed classroom climate of eMINTs classrooms.
An Investigation into Selection Bias in FY02 eMINTS Schools Special Projects2004The analyses suggest that no identifiable selection biases exist among the schools, teachers and students participating in the FY02 eMINTS cohort.
An Exploratory Study of the Black-White Achievement Gap Special Populations2004This study showed that, while eMINTS enrollment did not impact the achievement gap between Black and White students in a statistically significant way, the performance of both Black and White students was higher and the gap was reduced.
Analysis of 2003 MAP ResultsStandardized Testing2004This report presents Missouri Assessment Program (MAP) test results from the FY02 eMINTS cohort. The analysis highlights statistically significant differences on the Communication Arts, Mathematics and Social Studies MAP tests. These differences can be seen for all students, for low income students, and for special education students. There are also significant differences for students enrolled in Schoolwide Title I schools.
Analysis of MAP Results for Expansion Classrooms Standardized Testing2004Results suggest that the structure employed in the expansion project may have helped newly mentored teachers adopt inquiry-based instructional practices more quickly.
Analysis of 2002 MAP ResultsStandardized Testing2003 eMINTS students in classes characterized by teachers who consistently implement the inquiry-based teaching practices emphasized by the eMINTS professional development program scored higher than students in other types of classes.
“Proficient” and “Emerging” Educational Communities Overall Impact 2003A summary of the early experiences of the expansion schools as they developed the capability to expand and sustain the eMINTS innovation. Through a strrong instructional plan, involving students in the school community, and community volunteers the data suggest that proficient expansion schools could substantially address achievement gaps.
Assessing Instructional Practices in eMINTS Classrooms Overall Impact 2003This paper assesses the validity of each of the three methodologies used in past assessments of eMINTS by analyzing their interrelationships. Data is from classroom observations conducted with teachers
participating in the eMINTS expansion project. Results show significant correspondence between each measure at both the lesson and classroom levels.
Leadership Orientations of FY00 eMINTS Principals Teacher Perceptions2002 This report describes principal leadership orientations and the clear impacts on student performance.
Analysis of 2001 MAP ResultsStandardized Testing2002Results for eMINTS students and non-eMINTS students in the same school building. Demonstrating MINTS students scoring consistently higher on the MAP than non-eMINTS students. More eMINTS students scored Proficient in every category.
Parents’ Perceptions of the eMINTS Program and its Effect on their Children Parent Perceptions2001Results from focus groups with parents of eMINTS students reflected very positive attitudes about the program. Most parents saw improvements in their child’s reading, writing, and research skills. They also identified improved student teamwork, cooperation, motivation and self confidence.
Analysis of 2000 MAP ResultsStandardized Testing2001The percentage of students in the sample district who scored proficient or advanced on many standardized tests increased up to 270% in 3rd and 4th grade.
Typology of eMINTS Lessons Based on Classroom Observations Program Fidelity 2001Classroom lesson implementation is documented, with a 76.2% increase in student centered lessons in a year of year comparative analysis; suggesting that training can foster implementation of student centered learning communities.
Results of the MSIP Student Questionnaire Student Feedback2001An Elementary Student Questionnaire shows that fourth grade students enrolled in eMINTS classrooms rate their school climate and expectations for learning higher than students not in eMINTS classrooms.
Teacher Perceptions of Student Changes in FY00 2000Teacher Perceptions2001Teacher perceptions about the initial impact of the program include increased student motivation, improved classroom climate and better student performance.
Teacher Perceptions of Student Changes in FY00 2001Teacher Perceptions2001As students began working in new eMINTS classrooms teachers report positive changes in regards to 1) student motivation, 2) classroom climate, and 3) student performance.
Teacher Survey Responses Teacher Perceptions2001Teachers provide feedback about positive impacts with respect to: 1) student motivation, 2) classroom climate, and 3) student performance.
Teachers’ Summary Impressions of their Experiences with eMINTS Teacher Perceptions2001This focus group reveals that teachers felt they were part of a learning community where they collaborated with their fellow teachers, their students and people outside the walls of their classroom. All of these activities supported what the teachers saw as major changes in their classrooms after a first year of implementation.
Final Results from the eMINTS Teacher Survey Teacher Perceptions2001Teachers in their second year report that they feel that they are more effective teachers, as indicated by the overall increase in the average score on the MSIP Instructional Efficacy scale. Reponses suggest that this improvement in teacher opinion is related to programmatic improvements.
Teacher Perceptions of eThemes Services Teacher Perceptions2000eThemes offer teachers information about online resources and pre-developed modules. This study documents their perceptions of value and challenges.
Teacher Perceptions of Cluster Information Specialists Teacher Perceptions2000Interpersonal skills, willingness to find answers, investment in teachers’ success, experience in the classroom, and going above and beyond their job description were identified as Instructional Specialist characteristics who trained the teachers.
Teacher Survey Responses at eMINTS’ Kick Offs 2000Overall Impact 2000In order to gather an understanding of baseline teacher knowledge and skills, this study examines teacher sample lessons and their degree of inquiry based learning strategies. There are statistically significant differences between the cohorts with respect to their initial perceptions of instructional efficacy and the effectiveness of selected teaching activities.
Teacher Comments about Working in an eMINTS Classroom Teacher Perceptions2000Teachers reflect on the changes in student cooperation, confidence, motivation while changing their teaching practice and attitudes.

All eMINTS National Center evaluation processes fully comply with the applicable policies and standards of the University of Missouri Institutional Review Board.