By the 2015‒16 school year, 27 percent of public K‒12 schools reported having a reading coach on staff, according to the National Teacher and Principal Survey. Though researchers have studied individualized coaching programs for decades, they have only begun to evaluate their effects using randomized control trials in the last dozen years. In an article for Education Next, Matthew Kraft and David Blazar set out to examine what this growing literature now says about the efficacy of teacher coaching as a development tool. Does one-to-one coaching help teachers get better? If so, how powerful a strategy might this be to improve teacher practice and student outcomes? Find out by reading “Taking Teacher Coaching to Scale” on EdNext.org or in our Fall 2018 issue.