There is no clear evidence that continuing professional development (CPD) in education improves student academic outcomes

Complete report

This Campbell systematic review (SR) examines the effects of CPD approaches for education and welfare practitioners on: educational and social outcomes for children and young people; and outcomes for practitioners. The review summarises evidence from 51 moderate‐quality studies, including 48 randomised controlled trials (RCTs) and three quasiexperiments.

Key findings

Social and emotional development interventions (nine studies)

A very small body of evidence for social and emotional development interventions (in daycare, kindergarten, preschool and school settings) finds no effect of CPD on student academic outcomes (four studies). Results from only two individual studies could be combined in a single meta‐analysis of other student outcomes (i.e., nonacademic) and teacher outcomes, precluding any conclusions concerning effectiveness or ineffectiveness of this type of CPD on these outcomes.

Language and literacy development interventions (17 studies)

A moderate body of evidence for language and literacy development interventions finds no effect for CPD on student academic outcomes (13 studies). The results from only three individual studies could be combined in a single meta‐analysis of teacher outcomes, thus precluding any conclusions concerning effectiveness or ineffectiveness of this type of CPD on teacher outcomes.