Effectiveness of the
Talent Development Middle Grades Program
Evaluations of the program show that it has improved student achievement in reading and language arts, math, and science, in addition to helping schools facing district or state sanctions due to weak performance and poor climate.
Effectiveness in Reading and Language Arts
Two studies show that students at schools implementing Talent Development outperformed students at control schools in reading comprehension achievement gains. For many students these gains were quite substantial: 54% of the students at Talent Development students (versus just 45% of the students in the comparison schools) gained over 5 normal curve equivalents (NCEs) during the middle grades. As a result, by the end of 8th grade, students in Talent Development schools were significantly more likely to be classified as “proficient” readers and significantly less likely to be classified as “below basic” readers (4, 7).
Effectiveness in Mathematics
Four studies show that students at schools implementing Talent Development had greater math achievement than students at control schools (1, 2, 3, and 5). The third-party evaluation of 8th grade math achievement found that Talent Development students achieved 4 NCEs higher (3). In addition, Talent Development schools made greater progress in closing the math achievement gap and reducing the number of students achieving at the lowest level (2, 3, and 5).
Effectiveness in Science
An analysis of a cohort of students from 4th through 7th grades found that they achieved in science at higher levels than students at control schools and were 7-8% more likely to move up from the lowest levels of science performance (8).
Effectiveness in Whole-school Reform
A high-poverty urban school failing to meet AYP and facing reconstitution implemented Talent Development. The results from 2 cohorts of students showed them receiving significantly different classroom experiences from students at a control site, and outperforming them in math, reading, and science achievement gains, as well as promotion rates. This led to the school’s removal from the reconstitution-eligible list (6). In a related finding, students at Talent Development Schools reported the development of a more positive school culture than that reported by comparison students. This culture was characterized by teachers who exhibit pedagogical caring, peers who actively support achievement, and students who are confident that they are learning a lot (4).
References
(1) Balfanz, Robert, Mac Iver, Douglas, & Byrnes, Vaughn (2005). The implementation and impact of evidence-based mathematics reforms in high-poverty middles schools: A multi-site, multi-year study. Journal for Research in Math Education.
(2) Balfanz, Robert & Byrnes, Vaughn (2005). Closing the mathematics achievement gap in high-poverty middle schools: Enablers and constraints. Journal on the Education of Students Placed At Risk.
(3) Herlihy, Corinne. and Kemple, James. (2004). The Talent Development Middle School: Context, components, and initial impacts on students’ performance and attendance. New York: MDRC (available at
(4) Mac Iver, Douglas, Balfanz, Robert, Ruby, Allen, Byrnes, Vaughn, Lorentz, Susan, & Jones, Leslie (2004). Developing adolescent literacy in high-poverty middle schools: The impact of Talent Development’s reforms across multiple years and sites. Pintrich and M.L. Maehr (Eds.), Motivating students, improving schools: The legacy of Carol Midgley (Advances in Motivation and Achievement, 13), 185-207. Oxford, U.K.: Elsevier.
(5) Mac Iver, Douglas, Balfanz, Robert, Ruby, Allen, & Byrnes, Vaughn (2004). Raising mathematics achievement in high-poverty middle schools in Philadelphia through whole-school and whole-district reforms. Paper presented at the 2004 meeting of the American Educational Research Association. San Diego, CA.
(6) Mac Iver, D. J., Ruby, A., Balfanz, R. & Byrnes, V. (2003). Removed from the list: A comparative longitudinal case study of a reconstitution-eligible school, Journal of Curriculum and Supervision, 18(3): 204-221.
(7) Plank, Steve. & Young, Estelle. (2000). Lessons for scaling up: Evaluations of the Talent Development Middle Schools Student Team Literature Program. (CRESPAR Report 46) Baltimore, MD: Johns Hopkins University Center for Research on the Education of Students Placed At Risk.
(8) Ruby, Allen. (2003). Science reform within whole school reform: Results from the Talent Development Middle School model”, Annual Meeting of the American Educational Research Association, Chicago, IL.