Here are a few highlights from research reports that validate the effectiveness of GESA:

On page 196 in the GESA Teacher Handbook, 2007, there is a summary of the formal validation study.  The following information is taken from that section:
...
4) Students in classes taught by teachers participating in GESA achieved a mean gain of 2.1% in reading and 7.0% in math, as assessed by the CTBS.
 
5) The highest math gain recorded by students in classes taught by teachers participating in GESA was a mean gain of 18.7% in a class with a large population of ESL students, predominantly Latino/a or Asian American.
 
6) The highest reading gain recorded by students in classes taught by teachers participating in GESA was a mean gain of 7.4% in a class with a large population of Asian and Pacific Island American students.
 
7) All participating teachers reported benefiting professionally from involvement in collegial observations and analyses and talked with their principals and other staff members about GESA.
 
8) All participating teachers identified at least one area of disparity corrected by them, at least one specific interaction as most beneficial, and a curricular change that they had implemented in their classroom.
 
 In addition:
·      Preliminary data indicated that students in classes taught by teachers participating in GESA achieved significant gains in reading and math, as assessed by the CTBS scores.
·      Teachers who participated in the GESA pilot program reduced the disparity in the frequency distribution of their interactions with males and females.
·      Teachers who participated in the GESA pilot program reported an increased use of non-stereotypical interactions, materials and activities with their students.
 
During the 1985-86 school year, a formal validation study was conducted in the second largest district in California, San Diego Unified. The district Title IX office and the Evaluations Department combined efforts to produce the report in collaboration with the developer. The formal validation report is the source of the following information. (pg 196 in the GESA Teacher Handbook, 2007)...

In addition to the recorded quantitative data, changes in the classroom climate were also noted by the observers. The following comments illustrate the quality of the changes that occurred in the classroom of teachers who completed the training:

The changes in the classroom climate from the pre to the post observation were dramatic. I especially saw differences at the secondary level. In two classes during the pre observations, the teachers had very stilted and limited interaction with their students. The whole “feel” of the classroom changed. During the post observations, these same teachers seemed relaxed and comfortable in their interactions with students. Even in the secondary classrooms where the pre observation showed a lot of interaction, the amount and quality of the interactions were greatly improved by the post observation. To me, the effect of GESA training seemed to be an improvement in the classroom climate as much as in the equitable treatment of students.  
 
I was particularly impressed by the improvement in classroom tone from pre- to post-observations. In one class, during the pre-observation, the teacher stood behind a podium and spent the majority of class time threatening students about their behavior. Teacher and students were much more comfortable and respectful during the post-observation. All students seemed to enjoy themselves and the entire period was spent on instruction.  (pg 202)


The following section is in the updated report entitled, Designing an Equity Program to Increase Student Achievement:  Over Twenty Years of Successful Implementation.  (paper presentation by D. Grayson. Available by request)

• According to the San Diego achievement data, junior high students in grades 7 & 8 appeared to have better outcomes than at the other levels. This was encouraging, since that level appeared to be a "critical filter" for students and their academic pursuits.  
• In the two decades since this validation study, numerous districts have tracked the achievement results for students in GESA classes. Reportedly, in instances where the program has been implemented as designed in the original model, personal mean gains are experienced by students across grade levels and subject areas. This included a five year data collection comparison compiled in Prince George's County, Maryland, where students identified in greatest need gained at a more rapid pace than others and narrowed the achievement gap which existed prior to GESA.  The two most exciting and consistent findings related to achievement have been as follows: 1) All students gain; 2) The students identified in greatest need are the students who gain the most; consequently, the learning gap narrows between specific populations.
• The author and colleagues continue to update and revise the GESA materials, reflecting on-going evaluation and aligning with current priorities.  Since July, 2000, the New York State K-16 Alliance has conducted 15 statewide GESA facilitator institutes and two reunions and showcases.  Because of the academic successes in many previously underperforming schools, seventy percent of the forty Teacher Leadership Quality Program (TLQP) higher education projects in NY are using GESA to meet equity goals for the project.
• Repeatedly, as in the previous studies, observation data demonstrate gains in the number of teacher/student interactions and a reduction in disparity.  In evaluating the training, teachers report many benefits of the program and recommend it highly to their peers.  The benefits can be measured by teacher support of the program, an increase in the number of teacher/student interactions, a reduction in the degree of disparity, and a decrease in bias.  Participants report that the benefits of the program include an improvement in teaching and equity in the classroom.  Observers report dramatic changes in the classroom climate.  In summary, the GESA program has proven to be a successful model, both in the scope and rate of dissemination and in the content analysis of its effectiveness.  It has a history of identifying and closing performance gaps and demonstrates an approach to educational excellence which utilizes equity as a criterion.
  

 In support of the above information found in Dr. Grayson article, are the following facts in a GESA Update from the New York State K-16 Alliance and informed by the 2004-5 TLQP Benchmarking Process.    Here are a few excerpts from that report.

Hunter, NY City (Bottom of first page)
They [the teachers] report that GESA has had a tremendous impact on teacher practice; some teachers have reported almost revelatory experiences re: their interactions with students.

Nazareth, Rochester
Their [teachers] observations based on the GESA protocol confirm published GESA research.

SUC Brockport, Rochester
Participate in the first GESA Facilitator Institute (July 2000) and reports that it has retained the teachers trained in the model who continue to utilize their learning's.

SUC Buffalo, Buffalo
The math project focuses on questioning, broken down by gender.  It’s outcome have been consistent with published GESA research.

In addition, here is what Ellen Murray Thornton, Professional Development Specialist at the
Syracuse Teacher Center, reports about GESA in 2010: What we want you to know is that we have universally positive, enthusiastic responses from our teachers, across grade levels, unanimously!  The teachers credit the GESA course with strong impact on their teaching practice!

We have kept copies of the evaluations the teachers submit at the end of the course and would be very happy to share them with you.

See more information about the effectiveness of GESA by clicking on News and Resources.