Do Teachers’ Professional Development Efforts Pay Off? A Meta-Analysis of Effects on Student Achievement

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 2

Abstract

This meta-analysis examined the impact of professional development (PD) on student achievement across 17 studies (29 effect sizes) published between 2000 and 2024. Using a random effects model, the synthesized effect size (Cohen’s d) indicated a moderate, statistically significant impact on student achievement (d = 0.48, 95% CI [0.34, 0.63], p < .001). Substantial heterogeneity across studies (I2 = 98.4%) prompted moderator analyses. School context, grade level, and research design significantly explained variability in effect sizes, while PD focus and duration did not. Meta-regression revealed no independent contributions of significant moderators, suggesting overlapping influences. Findings highlight the complexity of PD implementation and underscore the need for targeted, contextually relevant, and methodologically robust PD programs to improve student learning outcomes.

Authors

• John Darag, University of Northern Colorado

• Sue Hyeon Paek, University of Northern Colorado