Resources

Effects of Teacher Professional Development Gains in Student Achievement: How Meta Analysis Provides Evidence Useful to Education Leaders

CCSSO was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs.

• PublicationDoes Teacher Professional Development Have Effects on Teaching and Learning? Analysis of Evaluation Findings from Programs for Mathematics and Science Teachers in 14 States
• PublicationModel Core Teaching Standards: A Resource for State Dialogue
• PublicationState Policy Implications of the Model Core Teaching Standards
• PublicationEducational Leadership Policy Standards: ISLLC 2008 as Adopted by the National Policy Board for Educational Administration
• PublicationTRANSFORMING EDUCATION: Delivering on Our Promise to Every Child
• PublicationFrequently Asked Questions (FAQ) for the InTASC Model Core Teaching Standards
• PublicationPerformance Expectations and Indicators for Education Leaders for Education Leaders
• PublicationMathematics & Science Education Task Force Executive Summary, 2006
• PublicationMathematics & Science Education Task Force Recommendations, 2006
• Publication50-State Analysis of the Prepartion of Teachers and the Conditions for Teaching: Results from the NCES Schools and Staffing Survey