Testing the Efficacy of Double Check: A Cultural Proficiency Professional Development Model in Middle Schools

Data from a school-level randomized controlled trial (RCT) of the Double Check professional development model, focused on improving teachers' cultural responsivity and student engagement. Data were developed to evaluate the multi-component whole-school Double Check model, testing the combined impacts of school-wide data-based decision-making, along with staff professional development on culturally responsive practices, and classroom coaching using the Double Check version of the Classroom Check-up. Detailed descriptions of this model and intervention activities can be found in Bradshaw et al (2018; a description of the model from a prior trial) and Pas et al (2022; analysis of intervention activities from the present trial).

A total of 41 middle school from two states in the mid-Atlantic region of the United States participated. Schools were recruited to participate in four cohorts. The first school-years of participation for these cohorts were 2015-2016, 2016-2017, 2017-2018, and 2018-2019, respectively. Teacher recruitment sessions were generally held in the weeks leading up to beginning of the school year (during faculty professional development days). A total of 352 teachers consented to participate in the RCT.

Following Fall baseline data collection for each of the four cohorts, schools were randomly assigned to receive the Double Check model (n = 19) or to the comparison group (n = 22; i.e., business as usual). Recruited schools were assigned into paired matches within their cohort based on their school-level demographic characteristics and baseline data; one school in each pair was randomly assigned to each group to ensure balance across conditions. Intervention activities took place during the first year of each school's participation in the trial. During year 2, intervention schools also received two professional development “booster” sessions. These sessions reviewed the Double Check model and components of culturally responsive teaching, and facilitated action planning for the second academic year for teachers’ implementation of culturally responsive strategies.

Data collection occurred at baseline (pre-test; Fall of year 1), post-test (Spring of year 1), and follow-up (Spring of year 2).

Data from all cohorts and time points are included in this submission. Follow-up data are missing for the fourth cohort of schools, as their follow-up time point coincided with Spring of 2020, when the COVID-19 pandemic interfered with data collection within schools.

At the completion of the two years of participation (one intervention year, one follow up year for data collection), comparison schools received all Double Check PD materials and individual staff members received training in the coaching model.