An Examination of Professional Learning Communities in St. Paul Public Schools

This study aimed to examine the impact of PLCs in St. Paul Public Schools (SPPS). Specifically, we sought to answer the questions:

1) What teacher characteristics predict PLC participation across the seven SPPS high schools? Who participates?

2) What is the “value-added” of PLC participation on student achievement outcomes? Do teachers who report stronger participation in PLCs achieve
greater achievement gains for their students?

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