PLC at Work is a research-based school improvement framework designed to enhance student learning through sustained and structured teacher collaboration. The present study examines student achievement growth in a subset of PLC at Work schools designated as Model PLC at Work schools. Model PLC at Work schools have demonstrated sustained and effective implementation of PLC at Work. By restricting the sample to schools demonstrating high levels of implementation fidelity, the present study seeks to more accurately assess the potential impact of the PLC at Work framework on student learning outcomes.
Our study included 369 schools across 14 states, examining changes in school achievement from before and after schools effectively implement PLC at Work. The results of statistical modeling show that Model PLC at Work schools demonstrated statistically significant improvements in both reading (β = 0.13) and math (β = 0.15) achievement. These statistically significant positive achievement gains were observed across most states in the study, with the largest improvements measured in Kentucky, South Carolina, Iowa, and California.
Students in Model PLC at Work schools experienced additional math achievement gains equivalent to approximately 38% of a nine-month school year of learning, or about 3.4 additional months of learning, compared with schools prior to Model PLC at Work implementation and to schools across the state not engaged in PLC at Work. Students in Model PLC at Work schools also experienced additional reading achievement gains equivalent to approximately 33% of a year of learning, or about 2.9 additional months of learning.
https://uwm.edu/sreed/wp-content/uploads/sites/502/2026/02/PLC-at-Work-national-study.pdf