Empirical Estimates of Changes in Teacher Knowledge Associated With Mathematics Professional Development

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

This study uses pre- to post-test gains in mathematical knowledge for teaching made by teachers in professional development (PD) programs to estimate empirical benchmarks for average program gains for each of five teacher knowledge outcomes. We make use of data collected through the online Teacher Knowledge Assessment System, which has been widely adopted for evaluation of mathematics PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. In this sample, there is substantial average program growth ranging from 0.20 to 0.40 standard deviations. We present a full range of empirical benchmarks useful for designing studies of PD and for evaluating the magnitude of program effects for the five assessment outcomes.

Authors

• Geoffrey C. Phelps, Educational Testing Service

• Shuangshuang Liu, Educational Testing Service

• Nathan Jones, Boston University

• Benjamin Kelcey, University of Cincinnati