Welcome Lego Foundation Leader Diego Adame

TeachUNITED is honored to introduce the newest addition to our board of directors, Diego Adame. A Mexican national, Diego brings with him over 15 years of experience in the social and philanthropic sector and a belief in the power of education.

Senior Director at the LEGO Foundation, Diego, has been involved in education projects at all levels, from teaching underserved students in Mexico to developing and launching national and global strategies with a focus on impact.

As part of the foundation’s leadership, Diego has first-hand experience with trends, best practices, and access to global networks of organizations and funders in the education sector. This perspective has been invaluable to mission-driven organizations in the startup and growth phases.

At TeachUNITED, we believe in the transformative power of education. By leveraging the resources of our global network to form innovative partnerships with local communities, we are working to prepare the next generation of students with the skills to graduate, earn more income, and disrupt cycles of poverty.

Diego is inspired by TeachUNITED’s data-driven approach and looks forward to contributing to the continued success of the organization.

With Diego on our board, we are poised to further amplify our impact and are one step closer to our vision of improving the outcomes of 5 million students by 2030.

Diego’s expertise in education and philanthropy aligns seamlessly with TeachUNITED’s core values. His insights will be vital as we work to deepen our impact, forge new strategic alliances, and continue to advocate for quality education on a global scale.

Please join us in extending a warm welcome to Diego Adame. Together, with our dedicated board, team, partners, and supporters, we are confident in our ability to create a brighter future for generations to come.

Empowering Teachers: Tackling the Global Learning Crisis From the Front Line

A Q&A with Heather Hiebsch

The United Nations estimates that “by 2030 approximately 300 million students will lack the basic numeracy and literacy skills necessary to succeed in life.” Even though many people and organizations believe that technology can address these issues, the research is clear – enhancing the quality of teachers has the greatest impact on student outcomes. High quality education requires great teachers.

Sally Gail Bloomberg: Thank you for speaking with me about how TeachUNITED is helping to address disparities in education. You have dedicated your career to enhancing education for children. What motivated you to co-found TeachUNITED in 2016 and what is your current vision for the organization?

Heather Hiebsch: Thank you for inviting me. Like many of your readers, I care about the climate, poverty, access to health care, gender equality, and many other issues called out in the United Nations Sustainable Development Goals (SDGs), which is why we must improve education. An educated society is the only way to solve these massively complex issues. In other words, by improving education for 1 million people, I see this as 1 million more opportunities to address all other global issues.

I have worked in education for 25 years and was especially inspired during my time as a public school principal. While following the research, I also saw firsthand what a difference a great teacher could make in turning a child’s life around. We also saw the power of educational technology (EdTech) to amplify whatever is happening in the classroom, both good and bad.

When I saw the shocking United Nations Education, Scientific and Cultural Organization (UNESCO) statistic that 250 million children cannot read, write, or do basic math, I wondered how we might be able to leverage technology and great teaching to change that statistic. In 2016, I left my job and joined a nonprofit working on a solution for mobile edtech. However, it soon became clear that the biggest factor in student success – a great teacher – was being left out of most education interventions. That led us to sunset our original model and revise our approach by focusing on enhancing the quality of teaching in order to have the greatest impact on student outcomes. We launched TeachUNITED to reflect our new focus.

There is no doubt that kids (and teachers) are engaged by technology. But people show up for relationships, and people show up for results. And that comes from great teaching.

My vision is for all students to have great teachers who believe they can (and will) succeed. TeachUNITED is committed to providing teachers in rural and under-resourced communities with the support, skills, and strategies to create these transformational experiences in the classroom.

Heather: Our curriculum has four main pillars: Mindset, Engagement, Personalization, and Data. We apply these concepts in every classroom, at every grade level, and within all the countries where we have programs. Our program starts by working with the teachers within existing schools, helping administrators and teachers build their capacity to lead, replicating and sustaining the program long term. We model everything with our teachers; then we translate the strategies and apply them in the classroom with the students.

We start with mindset, asking the teacher questions to help them reflect on their perspectives about themselves and their student population. We help uncover unconscious fixed mindsets that may inhibit both teachers and students. That’s a radical shift in classroom culture, and it’s important that teachers see themselves as having the ability to make a difference and close learning gaps (i.e. collective teacher efficacy).

Then, we focus on engagement. Using an engagement scale, teachers reflect on their current state ranging from disconnected, to compliance, to authentic engagement and excitement. We want teachers to reconnect with their purpose and goals within the teaching profession so they can share that energy with the students.

From there we move into personalized learning. We practice strategies to address the common challenges: What does it mean to not just teach to the middle? What does it look like to challenge kids who need an accelerated schedule? What do specific interventions look like to help close gaps for other students? And most importantly, we meet the needs of each individual student in the reality of today’s classroom with limited resources, a tight schedule, and without creating more work for the teacher.

Finally, we help teachers embrace the power of data in the classroom – to truly know where their students are and what they need. Assessments can be quick, informal, and part of the daily lesson. Data is the underlying foundation of personalized classrooms. It is the evidence we need to ensure all students are growing (and helps overworked teachers know their time is spent where it’s most needed).

Our first year working with a school is the most intensive because we are working with lead teachers, modeling the strategies, and providing feedback. Teachers work online, in small groups, and one-on-one with their coach to master the skills that they apply in the classroom. In year two the lead teacher moves into a role where they coach other teachers. Our goal is to build a school system’s capacity, not dependency. By developing lead teachers into in-house coaches, school systems are left with the local expertise and resources needed to sustain the outcomes long-term.

Bloomberg: Please introduce us to your learners, teachers, and coaches. Who are they and where are they located?

Hiebsch: In support of TeachUNITED’s commitment to quality education, we focus primarily on rural, remote, and traditionally underserved communities. In 2023, we served more than 479,000 students in seven countries in Africa (Ghana, Kenya, Malawi, Nigeria, Rwanda, Tanzania, and Uganda), more than 577,000 students across six countries in Latin America (Costa Rica, Guatemala, Honduras, Mexico, Nicaragua, and Peru), and more than 151,000 students in the United States (in rural parts of Colorado, Massachusetts, Mississippi, Missouri, New Hampshire, and Wyoming). We focus on schools where teachers’ access to ongoing professional opportunities is limited because of geographic isolation or insufficient financial resources.

Our students are in grades 1 through 12, and our teachers range from those new to the field of teaching to people who have been teaching for their entire careers. Our programs are available in English, Spanish, Swahili, and Mayan.

All but one of our coaches are former teachers, and approximately half are TeachUNITED alumni.

Bloomberg: How does TeachUNITED evaluate its impact? To what extent are these measures the same or different in the various countries that you serve?

Hiebsch: We have similar measures in all the countries we serve because we are focused on academic outcomes for foundational skills for graduation, like literacy and numeracy. Collecting data about student performance and teacher engagement is baked into our approach. Our teachers incorporate data on a daily basis rather than wait for the national exams. That way, lessons can be adjusted based on students’ needs. As some people say, we’d rather take a temperature than conduct an autopsy.

Regarding impact, one thing we see a lot in our work is that people get really excited about program reach numbers. But reach is not always synonymous with impact; therefore, we measure both. We are thrilled to report that we have reached more than 1.5 million students and 40,000 teachers in 14 different countries. This number includes the teachers we have trained directly as well as the teachers trained by our certified NGO and government partners. These numbers reflect the local ownership and scalability of the program.

When we dig into the impact, I am particularly proud to share some specific positive outcomes experienced by our students and teachers. In 2023, our participants regularly outperformed controls. Specifically, in Africa, while TeachUNITED primary schools improved their graduation rates by 10%, control schools actually dropped 10%. Secondary schools also excelled, improving their pass rates 92% more than control schools.

In Latin America, young learners continue to build strong foundations, as TeachUNITED early primary students grew 57% more in reading fluency than their peers at comparison schools.

And in the U.S., students of TeachUNITED teachers outperformed their peers across the board on state standardized tests. TeachUNITED schools had 93% more growth in math and 22% more growth in literacy than comparison schools.

In addition to looking at student success measures, we also have teacher-specific measures that we track. For example, we evaluate teacher retention in all the regions and countries we serve; this ties back to UN Sustainable Development Goal #4 and the sub-goals. In the US, TeachUNITED schools reported a 12% improvement in teacher retention (as self-reported by participants at the beginning vs. the end of the program).

Prior to TeachUNITED, Heather was a founding school principal and launched a nationally recognized pioneering K-12 hybrid school. She is a Draper Richards Kaplan Foundation Entrepreneur and Cordes Fellow. Heather has been a featured keynote speaker at Digital Learning’s Inaugural Conference, a finalist for the Global MindED Inclusive Leader Award, and published as a case study education leader by the Christensen Institute, Evergreen Education, Project Tomorrow, EdWeek, and Forbes.

Meet Changemaking TU Africa Regional Director, Angela Kithao

What made you decide to work in education?

My journey into education is driven by a personal story of transformation and empowerment. Growing up in a family of six on less than $1 a day, quality education seemed out of reach, a struggle millions of children are facing in Africa. But thanks to Plan International’s support, I accessed quality secondary education, transforming my life, that of my siblings, my parents, and my community. Now, I am passionate about providing similar opportunities to the millions of marginalized children in Africa, especially girls. Quality education has the power to uplift individuals, families, and communities, and I am dedicated to closing the gap in access to quality education through different interventions, especially by supporting teachers.

What have you enjoyed most about working at TeachUNITED so far?

In just two months at TeachUNITED, I have been moved by the impact of our work in the previous years. The Africa Impact Report and the Monduli Impact Study show remarkable education outcomes for rural school children in Africa. The prospect of continuing to transform education outcomes for millions of African children in rural schools is what drives me every day as I know this will transform their lives forever.

Tell me about a TeachUNITED teacher that left an impression on you.

On March 21st, 2024, I visited Kilimatembo Secondary School in Tanzania, Karatu, where I spoke with two teachers and the headteacher about their experience with the TU program. Teacher Eziekiel, who teaches English, emphasized a shift in mindset: “We used to see teachers as everything, but now we realize students are valuable resources in the learning process. Improved teamwork among teachers and students has made everyone’s job easier, including the headteacher and education officers. Teachers are now confident in students’ capabilities.“

Angela and her team visit a school in Karatu, Tanzania

Who was your favorite school teacher growing up and why?

My favorite teacher, Mr. Ntongai, was my primary school music teacher. Despite being blind, he mastered numerous musical instruments and infused his lessons with energy, humor, and excitement. His positivity and engagement inspired me, teaching me that the only limit is oneself and that I could achieve anything I set my mind to.

Have you read anything recently that inspires your work?

The Smart Buys Education Report (2023) from GEEAP offers a roadmap for enhancing learning outcomes in low and middle-income countries. It’s inspiring to see that supporting teachers with structured pedagogy ranks among the top education investments. We’re excited to now be creating a collection of lesson plans to maximize teacher uptake of new strategies and fully align our model with all four of the best practices from this report!

What hobbies do you enjoy? What do you do in your free time?

During my free time, I enjoy spending quality time with friends or family.

Do you watch or play any sports?

Netball has been my passion since my primary school days, and it’s followed me all the way through university. My love for the game doesn’t stop there! I have even had the opportunity to referee netball while working at a teachers’ training college. Whether I am on the court playing or officiating from the sidelines, the excitement keeps me hooked!

What’s your favorite food and why?

My favorite food is fried indigenous chicken. There’s something irresistible about it if it is cooked right!

Angela previously worked for the Children’s Investment Fund Foundation (CIFF), Norwegian Refugee Council (NRC), Educate!, Kenya Girl Guides Association, Education Development Trust and International Child Resource Institute. She has provided overall leadership in designing, planning, implementing, monitoring, and evaluating education programs for children and youth to address barriers in education quality, policy, access to education, reduce gender inequalities and to empower them maximize their potential.

Angela has a Master of Arts in Education, Gender and International Development from the University College of London (UCL), Institute of Education (IOE) as well as a Master of Education (Curriculum Studies) from Nairobi University Kenya. She also has a Bachelor of Education from Moi University Kenya.

Angela started her career as a classroom teacher and as an instructor of student teachers. Just like Nelson Mandela, Angela believes that education is the most powerful weapon that can be used to transform the world.

He describes the impact he has seen on his students at NuVision High School, in Kabuga-Kigali: “My students used to not talk in class and such a behavior embarrassed me. I searched for ways to engage them but did so in vain. With TeachUNITED, I learned to practice planning and reflection to help me experiment with new ways to increase participation. It’s always a blessing to be a teacher and a learner at the same time. Whatever I learned with TeachUNITED, I tried with my students. What made a total change was the use of ‘Hot Seat’ in my classes. They loved it.”

One of his students explains the activity’s value, “Hot Seat is when a student comes to the front, sits on a chair, and other students ask them questions they have to answer. That helps us a lot with answering and revising. Because when we’re answering, we are understanding even more.”

Ernest shares the effect of Hot Seat, one of many teaching strategies within the TU training: “I started seeing them colliding to come in front to be asked anything on the topics we learned. I discovered a lot of talents in my students, and I could not believe my ears and eyes. 

I saw a female student who is good at asking questions and another who is extremely good at answering with humility, respect, and encouragement, to name a few examples.”

His desire to continually improve his skills and those of his students is contagious. A student shares, “Teacher Ernest is the best teacher. He always tries his best to help us. He tells us revision points to help us pass exams. He challenges us with questions. He tells us the truth about what we must change and improve.” 

Beyond boosting student engagement, motivation, and confidence, these new teaching skills and activities have had a quantifiable impact on learner outcomes. Ernest’s students’ physics scores have increased by 63%!

As you may expect, Ernest does not take credit for the praises of his students, eager to pass them right back to the TeachUNITED team. “I think this should come to you, not to me. Thank you very much for your positive impact on education worldwide.”

A Comprehensive Guide: Federal Funds for Sustainable Transformation in U.S. Schools and Districts

Common Funding Categories

Source: Burbio

At TeachUNITED, our coaching programs are designed to support your staff in a holistic manner, focusing on enhancing teaching skills, bridging learning gaps, and improving teacher retention rates. As you chart your course for the coming year, we’re here to lend a helping hand in sorting through funding options and evaluating your professional learning needs. As a non-profit organization, we often leverage grant funding from our partners to underwrite a portion of the cost, with supplemental funding currently available for middle schools.

Common Funding Hurdles

In our conversations with schools and districts nationwide, a common concern arises — the pressure to spend federal funds without adequate time and resources to formulate a sustainable plan. To address this challenge, we’ve compiled a set of questions to help you overcome hurdles and identify the best use of your allotted funds:

Navigating federal funding can indeed be complex, but with the right guidance, you can unlock a wealth of opportunities for sustainable transformation. Our expert coaches are here to serve as your partners in this journey, empowering educators to transform their practices and build internal capacity for years to come.

Other Funding Options

Ultimately, our collective goal is to see students, teachers, and school leaders fulfill their greatest potential. At TeachUNITED, we’re committed to making this vision a reality by providing the support and resources you need to navigate federal funding, drive sustainable transformation, and empower your school community.

Interested in bringing this type of immediate impact to your school or district? 

“Daring to Do Things Differently”

Increasing Teacher Confidence & Motivation in Yucatán

In 2022, TeachUNITED partnered with the Yucatán government’s education department to address the increasing inequity caused by the pandemic in rural communities. After a successful pilot, government officials requested state-wide implementation of our program to improve educational quality and to support the adoption of national policy. Together, we are working to increase the supply of effective teachers to improve learning outcomes for 400,000+ students.

TeachUNITED recently interviewed a couple of participants one year into the training program to learn more about its early impact on instructional coaches, teachers, students, and the community at large.

After receiving on-the-job coaching through TeachUNITED, teacher Cotty Trujillo has seen improvements in her students after applying topics like growth mindset, engagement, data-driven instruction, and personalized learning. She says, “With the activities we carry out and the learning we had in TeachUNITED, it not only helped me as a teacher improve my educational practice but also the students. My children are around four or five years old. The fact that they themselves help each other improve and provide feedback to each other was very significant to me.” 

The caregivers of Cotty’s students have even taken notice of their growth, and it’s helped to motivate her further. “The fact that parents noticed this change in preschool children is important. When I implemented TeachUNITED activities, [parents] became aware of the progress they saw in their children. Really, that motivates me to continue researching and implementing.”

Multiplying Program Impact by Training Trainers

Pedagogy Advisor and TeachUNITED participant Karina shares how the program has made her a more effective and engaging teacher coach. She notes: “Personally, TeachUNITED has had an impact on me because it has allowed me to see my advisory role in a new way. Many times, I thought things had to be done the way I had already planned, without allowing myself the opportunity to get to know the teacher I was advising. [Before,] I focused more on identifying their areas for improvement rather than highlighting their strengths. I have [since] seen significant changes in how things are perceived.

Previously, it was like, ‘Here comes the advisor. I want everything to be perfect and the kids to be well-behaved.’ But now, they actually tell me, ‘Whatever happens, happens.’ Now when [teachers] hand me a freshly-printed lesson plan, they know there will be corrections and edits based on the things we are working on. I can see that mentality that they have already transformed. It shows us that we’re on the right path. They seem more motivated. They feel more interested.”

Karina shares the challenges of upskilling teachers within traditional teacher training programs: “Many times, the Technical Council [principal training] meetings were somewhat tedious or tiring for the principals, because they receive training that they then have to pass on to their teaching teams.”

TeachUNITED’s long-term, customized programming is different. “What change have I seen? At our training sessions, principals are now more interested, more motivated. It’s like they’re now looking forward to what we’re going to present to them, how we’re going to present it to them. Unlike in other times where we only read, share, and present, now, it has been easier, more meaningful. Because [as we model it], they build that knowledge. Now they gather, they move around. I feel that part has had a positive impact,” says Karina.

Developing a Growth Mindset that Boosts Teacher Retention

“I won’t say it’s been easy,” Karina continues. “When you want to introduce something new, there’s this feeling like ‘What if it fails? What if I can’t do it?’ But right now, there really are no obstacles. On the contrary, [principals] are eager to know what we are going to present to them now for them to take to their schools.”

In Latin America, over 90% of TeachUNITED teachers reported improved teaching practices and the ability to engage previously unmotivated students. After participating in TU’s training, this increase in skills and confidence decreased the number of teachers planning to leave the classroom by 36% — critical in a region lacking 3.2 million teachers.

Preschool teacher Cotty has also increased her confidence in implementing new techniques:

“Well, I think the main change is daring to do things differently.”

She goes on to share that “Personalized learning, for example, was something that made me a little fearful due to the children’s age. I thought, ‘Will my classroom be chaotic?’ However, it worked! I think it’s very significant that children can now identify what they can achieve and how they can improve – not only based on what the educator tells them, but also from feedback and observations of their peers. I think this is very significant: the fact that children can reflect on their own process from an early age can help develop critical thinking that will serve them throughout their lives.”

TeachUNITED is greatly inspired by the hardworking advisors, principals, and teachers that drive impact for students every day, and we’re honored to help keep these great educators in the classroom.

“I believe that the TeachUNITED program helps us reconnect with our calling. It’s something that truly motivates us to go back to our origins, to remember what inspired us to teach.”

 – Cotty Trujillo, Teacher & Tutor, Yucatán Secretary of Education, Mexico

Our 2023 Impact Report: Improving Outcomes for 1.2M

TeachUNITED celebrated a significant milestone in 2023 – reaching more than one million students and 30,000 educators globally!

However, we believe that reach is only a celebration if coupled with positive change for our teachers and students. Success lies in the transformations witnessed among our participants last year.

Learn more about the impact you helped to create:

TeachUNITED Selected by Elimu-Soko for Project to Transform Education in Zanzibar

Our partners through the Elimu-Soko program recently announced the selection of TeachUNITED as the innovating partner for teacher training expansion into Zanzibar. We’re honored that with support from Hempel Foundation, Dalberg, Axum and the Revolutionary Government of Zanzibar, we will expand our work within East Africa to improve teachers’ skills, motivation, and retention in the classroom as well as student achievement.   

In Zanzibar, the government has significantly invested in and improved access to universal basic education in the past four years. However, teacher training remains a challenge. Many graduates from Teacher Training Colleges are not job-ready when entering the workforce, and once in the classroom, teachers do not receive adequate professional development. This challenge has direct effects on student achievement.

This pilot project aims to improve foundational learning outcomes for 20,000 students and build the capacity of 250 primary teachers to teach more effectively using contextually relevant solutions to the challenges they face every day in the classroom.

Creating large-scale, sustainable, and community-led education transformation

Building on a long history of partnership with teachers and ministry officials in the Arusha Region of Tanzania, we’re eager to expand and adapt our program with and for the needs of primary teachers in Zanzibar. TeachUNITED Coaches will train teachers and ministry officials on a full suite of research-based strategies and help teachers strengthen their instructional practices through individualized coaching and engaging workshops. These educators will also be trained in how to coach their colleagues so that the lessons learned are shared and practiced to create large-scale, sustainable, and community-led education transformation. The pilot began in January 2024 with conclusion and consideration for scale-up in June 2024.

Learn more about our work in Tanzania.

About Elimu-Soko

In the ongoing effort to tackle the learning crisis, many social entrepreneurs and education ventures are eager to help governments create systemic change within public education. However, establishing government partnerships remains a challenge for many innovators. The Elimu-Soko program is a partnership between Hempel Foundation, Dalberg and Axum to create a marketplace where innovators in education can collaborate with funders and governments to bridge gaps in the educational landscape.

TeachUNITED works with school, district, government, and NGO partners in 14 countries. Hear from other TeachUNITED partners here.

TeachUNITED and the W.K. Kellogg Foundation Partner with the Secretary of Education to Transform Education for Maya Communities in Yucatán

We are honored to announce our partnership with both the W.K. Kellogg Foundation and the Secretary of Education of Yucatán, Mexico (SEGEY). With the support of the Kellogg Foundation, we will continue working with the government to improve educational outcomes in rural Maya communities in Mexico. 

In Mexico, children in Indigenous schools have the lowest achievement levels: one in four Indigenous 15-year-olds cannot read or write – four times the general illiteracy rate. In Yaxcabá, Yucatán, just 14% of students complete secondary school. A root cause of these poor academic outcomes is the lack of proper training for teachers in Indigenous communities. In addition, education systems are not designed with Indigenous culture or language in mind, making it difficult for students to experience a learning environment that meets their needs.

SEGEY, Kellogg Foundation, and TeachUNITED are eager to partner together for a new project to reach an important subset of their population: Indigenous Maya. Building on a successful state-wide implementation of our teacher training program in Yucatán, we are working to improve learning outcomes for over 400,000 students.

Learn more about our work in Yucatán thus far from a Pedagogy Advisor.

Improving Access to Quality Education for Indigenous Learners

In partnership with the local government, we are working to expand to the Yaxcabá Municipality of Yucatán to support educators there with sustainable, Mayan-language and context-relevant solutions to the challenges that they face every day in the classroom. By empowering teachers in Yaxcabá, Yucatán, we can substantially improve access to quality education for Indigenous learners and promote teaching in students’ native language. 

The Kellogg Foundation’s support will enable us to work together to:

• Increase the supply of effective teachers in Yaxcabá, 
• Promote teaching in Mayan to reduce the disproportionate impact of the learning crisis on Indigenous children and educators, and
• Improve academic achievement and educational well-being of Indigenous students. 

We are proud that this partnership with the Kellogg Foundation will enable us to support educators as they improve outcomes for students in rural Mexico. We’re looking forward to sharing more about our progress.

About the W.K. Kellogg Foundation

The W.K. Kellogg Foundation (WKKF), founded in 1930 as an independent, private foundation by breakfast cereal innovator and entrepreneur Will Keith Kellogg, is among the largest philanthropic foundations in the United States.

Guided by the belief that all children should have an equal opportunity to thrive, WKKF works with communities to create conditions for vulnerable children so they can realize their full potential in school, work and life.

The Kellogg Foundation is based in Battle Creek, Michigan, and works throughout the United States and internationally, as well as with sovereign tribes. Special attention is paid to priority places where there are high concentrations of poverty and where children face significant barriers to success. WKKF priority places in the U.S. are in Michigan, Mississippi, New Mexico and New Orleans; and internationally, are in Mexico and Haiti. For more information, visit www.wkkf.org.

TeachUNITED works with school, district, government, and NGO partners in 14 countries. Hear from other TeachUNITED partners here. 

Investing in Your Schools: TeachUNITED delivers Tangible ROI for Teachers and Students

Last school year, TeachUNITED partnered with schools in rural New Hampshire, Colorado, Mississippi, and Missouri to provide educator coaching programs customized in partnership with and for the needs of each school community. Servings 150,000 students, TeacherUNITED has partnered with more than 400 schools and districts and more than 11,000 educators.

These coaching programs aim to strengthen teacher and administrator skills, build systems of support, and improve student learning. To do that, participating teachers learn pedagogy-based strategies through 1:1 coaching and small- and large-group peer learning communities.  

As the data shows, the results have been extremely positive, for teachers, students, and their school communities as a whole.

Outperforming Peers on State Standardized Tests

TeachUNITED schools outperformed their peers across the board on state standardized tests. TU schools had 93% more growth in math and 22% more growth in English Language Arts compared to non-TU schools. Those increases in proficiency rates resulted in our schools having 11% more students on grade level in math and 8% more students on grade level in ELA versus comparison schools.

Percentage Point Increase

TeachUNITED schools in New Hampshire more than tripled the state average growth in ELA. Despite the fact these schools had traditionally underperformed in student growth, TU helped turn the tide, with the schools posting a 17% improvement in their average ELA student growth percentiles, more than 28x the growth of comparison schools. Across the state, the expected student growth is standardized at 50. In ELA, the median ELA SGP moved from below expected growth in 2022 (47.4) to greater than expected in 2023 (55.6). Similarly, in math, students posted greater than expected gains with an 51.6 SGP. In other words, TeachUNITED schools are helping kids grow more and grow faster.

TeachUNITED schools in Mississippi posted similarly impressive gains. TU schools had a full 10% increase in the rate of students scoring at proficiency or higher. While comparison schools still failed to have half of their students reach grade level proficiency in math, TU schools increased to 66% of students performing at or above grade level.

Significant Improvement for Low-Income Students

Economically disadvantaged and low-income students tend to score lower on state and national assessments. In New Hampshire, low-income students typcially score proficient or higher at less than half the rate of their higher-income peers. After just one year of TeachUNITED programming, proficiency rates increased by an impressive 54.5% in ELA and 9.6% in math, compared to a respective 2% and 5.8% increase for comparison schools. 

These gains resulted in greater than expected growth for economically disadvantaged students. Though schools had posted below expected growth in 2022 with an SGP of 39.0 for low-income students, schools showed greater than expected growth in 2023 with a 54.0 for this subgroup of students.

Percentage Increase in Proficiency Rate

Teacher Retention and Impacts

Research tells us that motivated, engaged teachers stay at their schools longer and are more effective educators. The TeachUNITED program has a significant impact on teacher retention, with 100% of schools reporting an increase in teacher retention in 2023. The retention rate increased 12% year over year, helping schools keep good teachers in the classroom longer. 

Looking Ahead

Perhaps the most exciting part of this data is that these schools are still early in their improvement journey. TeachUNITED works with schools for two full years, first coaching a small group of champion educators to improve their classroom practices. Trained, champion teachers then lead the work with their full school staff in year two, supported by TU materials, coursework, and PLC webinar templates. As more teachers have the opportunity to participate in these powerful Professional Learning Communities, we expect to see student scores and teacher outcomes continue to improve in Year 2 and beyond. We’re proud of the work of the TeachUNITED SY2022-2023 schools have accomplished so far and excited to share their data as they continue in this work.

Interested in bringing this type of immediate impact to your school or district?