A Quasi-Experimental Study of the Effect of Professional Development on Student Achievement

• In Event: 60.051 - Professional Development in STEM

Abstract

Empirical evidence for the effectiveness of Professional Development (PD) for improving student achievement is mixed. In this quasi-experimental study we examined the effect of a Math and Science Partnership (MSP) PD on student achievement trajectories. Results revealed that content-focused, ongoing MSP-PD was effective for improving student achievement in Algebra1 and Geometry, but not in Algebra2 which was not the focus of the MSP-PD. This study contributes to a growing knowledge base about features of effective PD programs and informs both educational practitioners and policymakers about central features of PD that help improve student achievement. This study also has implications for educational researchers. For example, it emphasizes the importance of alignment between outcome measures and the focus of the PD.

Authors

• Zahid Kisa, Florida State University

• Richard James Correnti, University of Pittsburgh