Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation

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This study examined whether a professional development program for seventh-grade mathematics teachers improved the teachers’ knowledge of rational number topics and the performance of their students on a rational number test. The study analyzed data on 89 teachers and about 2,100 students from 39 schools in 6 largely urban school districts. The study found no statistically significant difference in teacher knowledge of rational numbers or student achievement between treatment and control schools.

The research described in this report is a well-executed randomized controlled trial with low attrition and meets WWC evidence standards, according to this report.