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 teacherlevel 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 teacherlevel outcomes also tended to have significantly larger mean impacts on student achievement.
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