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MSP LNC 2011

Effects of a Teacher Professional Development Program on the Mathematics Achievement of Middle Level Students


We developed and offered 20 integrated STEM content-pedagogy professional development courses to teachers in seven districts. Students who received instruction from a participating teacher after the teacher took one mathematics course had 1.3 times greater odds of at least a proficient outcome on our state math assessment than students who received instruction from the same teacher before the teacher took a math PD course. Such effects were even stronger for teachers took two or more mathematics PD courses. This finding is important: teaching mathematics teachers deeper content and how to use an inquiry-based approach to deliver that content translates into greater student proficiency in mathematics. Likewise, doing more of such PD with teachers confers greater effects on their students.