The Scaling Teachers’ Professional Development for ASSISTments: Evaluation Final Report examines how a virtual professional learning community (vPLC) and immediate, elaborated feedback during independent math practice supported teachers in enhancing formative assessment practices, fostering sustained collaboration, and improving student math achievement. The report demonstrates that the intervention is evidence based, cost-effective, and adaptable across varied educational contexts, including rural and underresourced schools.

To learn more, read the companion report and technical report.