Data Points

RESEARCH

Data points

19 PERCENTILE POINT IMPROVEMENT WITH PROFESSIONAL LEARNING A meta-analysis of 46 experimental studies of professional learning programs in math and science examined mechanisms that lead to improved instruction and student achievement. Teachers’ instructional quality was about 19 percentile points higher if they participated in professional learning. Programs were more likely to boost student learning if they improved instructional quality; programs that mainly improved teacher knowledge were not associated with higher student achievement. However, building knowledge may be a step towards improving instruction and therefore achievement. A focus on content-specific formative assessment was associated with improvements in instruction, while including new curricula was not. The number of professional learning hours was not connected to outcomes, suggesting that quality matters more than quantity. tinyurl.com/56zheytd 70% OF NEW

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Learning Forward

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.