ERIC Number: EJ1002022
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 28
Does Teacher Professional Development Improve Math and Science Outcomes and Is It Cost Effective?
Foster, John M.; Toma, Eugenia F.; Troske, SuZanne P.
Journal of Education Finance, v38 n3 p255-275 Win 2013
Scholars and policymakers see improving teacher quality as a key way to improve student learning. While quality may be improved in a variety of ways for pre-service teachers, professional development is one of the few avenues by which quality can be improved for those teachers already in the teaching profession. But professional development, like other means of improving teacher quality, requires the expenditure of resources. A first step in justifying the expenditures requires understanding the effectiveness of the professional development programs. This article looks at an in-service professional development program targeted towards chronically low-achieving schools in Appalachian Kentucky school districts and examines whether it improved student learning at those schools. We then consider the cost of providing the program and compare the cost effectiveness of professional development to other types of school improvement interventions. Findings suggest that this program is relatively cost effective for improving math outcomes for middle schools. (Contains 7 tables and 29 footnotes.)
Descriptors: Teacher Effectiveness, Cost Effectiveness, Program Effectiveness, Educational Change, Faculty Development, Teaching (Occupation), Middle Schools, Academic Achievement, Low Achievement, Mathematics Achievement, Science Achievement, Inservice Teacher Education, Educational Legislation, Federal Legislation, Middle School Teachers, Middle School Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001