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Indicators of Quality of Teacher Professional Development and Instructional Change Using Data from Surveys of Enacted Curriculum: Findings from NSF MSP-RETA Project,


One of the goals of the National Science Foundation's Mathematics-Science Partnership (MSP) program is "to contribute to the national capacity to engage in large-scale reform through participation in a network of researchers and practitioners, organized through the MSP program, that will study and evaluate educational reform and experimental approaches to the improvement of teacher preparation and professional development (Goal 3, NSF 02-061 program announcement)." In 2002, an MSP-RETA project grant was awarded to the Council of Chief State School Officers (CCSSO) to conduct an empirical study of the quality of professional development provided through MSP supported projects that would test new survey-based tools for analyzing the effectiveness of teacher professional development. A team led by CCSSO with partners at American Institutes for Research and the Wisconsin Center for Education Research conducted the study.

The present paper describes findings from the study team's longitudinal analysis of data from Surveys of Enacted Curriculum with teachers of math and science in four MSP grantee sites. Data were collected from teachers at two points in time - in year one (spring 2003) prior to the start of MSP professional development activities, and in year three (spring 2005) following two years of MSP activities. The study included teachers in MSP-supported professional development opportunities (treatment group) and other math and science teachers in the target districts (control group). Details concerning the study rationale based on prior research and the study design are outlined in the Year 2 Study Report (CCSSO, 2004).