A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement

Source abstract

Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs—particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning—remains limited. The current meta-analysis synthesizes 46 experimental studies of PK–12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK–12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice.