Understanding the Persistence of Teacher Learning in the Context of Professional Development

• In Event: Sustained Teacher Professional Development

Abstract

Teacher professional development (PD) is seen as a promising intervention to improve teacher knowledge, instruction, and ultimately student learning. While research finds significant effects of PD on teacher knowledge, little is known about how long these effects last. If teachers forget what is learned from PD, then the contribution of PD will be diminished. Using a large-scale dataset, this study examines the sustainability of growth in teachers’ content knowledge. Results demonstrate a negative average rate of change in knowledge that is robust across models. Assuming linearity, the average growth from pre- to post-PD test score is lost in just 37 days. There is, however, variation in how quickly knowledge is lost, depending on program types and initial teacher knowledge level.

Authors

• Shuangshuang Liu, Educational Testing Service

• Geoffrey C. Phelps, Educational Testing Service