Through collaborative efforts with the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles (UCLA) School of Education...
Through a collaborative partnership with the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles (UCLA) School of Education and Information Studies (SEIS), and the Ministry of Education, Science, Culture and Sports (MoESCS), Teach For Armenia conducted an 18-month comprehensive evaluation of its Teacher Leadership Program during the 2023–2024 school year.
Led by renowned educational statistics experts Dr. Li Cai and Dr. Noelle Griffin from CRESST, the study investigated a central question: What impact does Teach For Armenia’s approach to teaching have on student leadership, the school, and the community at large?
Months of Research
Comprehensive longitudinal study duration
Schools Studied
Across Armenia, including control group
Control Schools
Selected with MoESCS for comparison
In-Depth Interviews
Students, Teacher-Leaders, school leaders
What impact does Teach For Armenia’s approach to teaching have on student leadership, the school, and the community at large?
The CRESST team investigated three dimensions: the influence of Teacher-Leaders on student outcomes, the effect of Teach For Armenia’s teaching practices and engagement methods, and the impact of the Change-Based Learning approach on student leadership development. The study was conducted in two phases across 78 schools, with 39 carefully selected as a control group in collaboration with MoESCS.
Academic performance testing across 78 schools comparing Teach For Armenia classrooms against control groups, focusing on knowledge-based and application-oriented tasks.
40 in-depth interviews with students, Teacher-Leaders, and school leaders to capture classroom stories and community impact beyond test scores.
Statistical evaluation and thematic analysis revealing significant improvements in academic performance, student engagement, and leadership competencies.
The study revealed that Teach For Armenia significantly improved academic performance, particularly in Armenian Language, where Grade 5 students outperformed peers in knowledge-based and application-oriented tasks. While older students faced challenges in critical thinking, Grade 10 students showed notable progress in foundational skills. Teacher-Leaders excelled in fostering engagement through group work, real-world connections, and restorative practices, creating supportive and inclusive learning environments.
Beyond academics, the study underscored outsized strengths in fostering leadership competencies. Students in Grades 3–6 and 7–11 reported significant growth in managing emotions, reflection skills, teamwork, problem-solving, and belief in their ability to drive community change.
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The program is preparing students to become thoughtful, capable leaders in their communities by fostering leadership, promoting inclusive classrooms, and addressing educational inequities.
Study Conclusion
The 40 in-depth interviews revealed powerful stories from the classroom. Students shared how collaborative activities enhanced their leadership, creativity, and confidence. Teacher-Leaders highlighted the role of mentorship, peer collaboration, and innovative teaching methods in shaping professional growth. School leaders emphasized how initiatives—from environmental projects to decision-making involvement—strengthened local ties and empowered students to become active change-makers.
Heartfelt appreciation is extended to Dr. Eric Esrailian and UCLA’s School of Education and Information Studies for their generous financial backing of this pivotal study, empowering CRESST and Teach For Armenia to drive meaningful change in education.
