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A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement

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Title: A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
Language: English
Authors: Kathleen Lynch (ORCID 0000-0001-6344-7430), Kathryn Gonzalez, Heather Hill (ORCID 0000-0001-5181-1573), Ramsey Merritt
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1348669
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Literature Reviews, Meta Analysis, Elementary School Teachers, Secondary School Teachers, Inservice Teacher Education, Faculty Development, Intervention, Knowledge Base for Teaching, Classroom Techniques, Academic Achievement, Mathematics Education, Science Education
ISSN: 2332-8584
Abstract: Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs--particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning--remains limited. The current meta-analysis synthesizes 46 experimental studies of PK-12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK-12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice.
Abstractor: As Provided
Notes: https://doi.org/10.3886/E224421V1
Entry Date: 2026
Accession Number: EJ1494867
Database: ERIC
FullText Text:
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  Data: A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
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  Data: <searchLink fieldCode="AR" term="%22Kathleen+Lynch%22">Kathleen Lynch</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6344-7430">0000-0001-6344-7430</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathryn+Gonzalez%22">Kathryn Gonzalez</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Hill%22">Heather Hill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5181-1573">0000-0001-5181-1573</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ramsey+Merritt%22">Ramsey Merritt</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Despite evidence that teacher professional development interventions in mathematics and science can increase student achievement, our understanding of the mechanisms by which this occurs--particularly how these interventions affect teachers themselves and the extent to which teacher-level changes predict student learning--remains limited. The current meta-analysis synthesizes 46 experimental studies of PK-12 mathematics and science professional development interventions to investigate how these interventions affect teacher-level outcomes, including knowledge and classroom instruction, and how these impacts relate to intervention effects on student achievement. Compared with controls, treatment group teachers in PK-12 mathematics and science PD intervention studies demonstrated stronger performance on teacher-level outcomes (pooled average impact estimate: +0.52 SD). Programs with larger impacts on teacher-level outcomes also tended to have significantly larger mean impacts on student achievement. We discuss implications for future research and practice.
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  Data: https://doi.org/10.3886/E224421V1
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  Data: 2026
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  Data: EJ1494867
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Faculty Development
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      – SubjectFull: Intervention
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      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Classroom Techniques
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Science Education
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      – TitleFull: A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement
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