Professional development and elementary teachers: who takes it? does it work?
In 1996, the National Commission on Teaching and America's Future proposed the creation of stable, high-quality sources of professional development (NCTAF, 1996). Schools and districts encourage teachers to engage in professional development in order to improve teacher effectiveness. However, the empirical evidence is mixed regarding the effectiveness of professional development as a tool for improving student outcomes. Using fifth-grade data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this paper explores the relationships among teacher characteristics, professional development, and student achievement. In a probit model predicting professional development participation, higher educational levels significantly decrease the probability of taking math professional development, while taking additional courses in math methods increases that probability. With a two-stage least-squares approach, additional hours of math professional development have no bearing on a student's math test scores.
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Mello, Magdalena (2010-01-27)American public schools lose thousands of teachers every year with many teachers leaving in their first few years of teaching and for reasons other than retirement. With increased demands on districts to staff classrooms ...
Lyons, Nona (1990-05)
Professional Development and Teacher Attrition: Differences Between Beginning and Moderately Experienced Teachers Terziev, Jeffrey (Georgetown University, 2014)This paper explores the relationship between professional development and the attrition rates of first to fifth year teachers. Using data from the public-use 1999-2000 Schools and Staffing and the 2000-2001 Teacher Follow-up ...