Source: Mansell, K. E. & Kirksey, J.J. (2025). Exploring the effectiveness of the PLC at Work® process in Texas schools (Report). Center for Innovative Research in Change, Leadership, and Education, Texas Tech University.
Across all grade levels, subject areas, and socioeconomic contexts in Texas,
Model PLC at Work® Schools outperformed statewide averages
The report
Texas Tech University’s Center for Innovative Research in Change, Leadership, and Education (CIRCLE) recently completed a three-part report that examined the characteristics of Model Professional Learning Communities (PLC) at Work® schools in Texas, compared their academic growth over time to state averages and matched schools, and evaluated how PLC at Work has impacted teacher retention.
The results
Students in Model PLC at Work schools consistently demonstrated higher academic achievement compared to statewide averages. Math proficiency rates exceeded state averages by 5 to 8 percentage points, reading/language arts (RLA) proficiency surpassed state benchmarks by 4 to 12 percentage points, and science proficiency was approximately 8 to 9 percentage points higher. Additionally, teacher turnover was lower relative to state averages, and Highly Effective Teachers (top quartile of value-added measures) were more likely to stay.
These results reflect the effectiveness of the PLC at Work process in raising student performance and improving academic outcomes—and increasing overall stability in teacher retention. The consistency gains highlight the impact of collaborative teaching practices and a strong focus on learning within high-performing PLC schools.
