The Impact of Teacher Professional Development on Student Achievement: Implications of a Multilevel Quasi-Experimental Study

• In Event: Measuring and Investigating the Impact of Professional Development Programs on Teacher Learning

Abstract

This quasi-experimental study examined the impact of a multi-year, large-scale professional development program on student achievement in mathematics. Fifth grade students (N=1150) of participating teachers were matched to a control group (N=1150) using propensity scores. Results of a 3-level Hierarchical Linear Modeling analysis revealed that students in the treatment group outperformed control group students on the state standardized mathematics test, providing strong empirical support for intensive, sustained professional development. In addition, variance estimates were analyzed as a means of considering the potential for multilevel modeling to improve the way teacher professional development programs are initially designed and subsequently evaluated. Findings point toward the value of systemic professional development programs that involve educational leaders as well as teachers.

Authors

• Jayce R. Warner, The University of Texas - Austin

• James P Van Overschelde, Texas State University

• Menglu Peng, The University of Texas - Austin

• Carol Fletcher, The University of Texas - Austin

• Lisa Garbrecht, The University of Texas - Austin