“Teachers who receive substantial professional development—an average of 49 hours in the nine [rigorous] studies—can boost their students’ achievement by about 21 percentile points.”

Kwang S. Yoon, Teresa Duncan, Silvia W.-Y. Lee, Beth Scarloss, and Kathy L. Shapley
Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement (Issues & Answers Report, REL 2007–No. 033)
Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, 2007, iii

“Improving professional learning for educators is a crucial step in transforming schools and improving academic achievement.”

Ruth C. Wei, Linda Darling-Hammond, Alethea Andree, Nikole Richardson, and Stelios Orphanos
Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
Dallas: National Staff Development Council, 2009, ii

“Professional development can . . . lead to improved student achievement when it focuses on how students learn particular subject matter . . . and [on] strengthening teachers' knowledge of specific subject-matter content.”

Holly Holland
“Teaching Teachers: Professional Development to Improve Student Achievement”
Research Points 3, no. 1, 2005, 1

“Efforts to improve student achievement can succeed only by building the capacity of teachers to improve their instructional practice and the capacity of school systems to promote teacher learning.”

Ruth C. Wei, Linda Darling-Hammond, Althea Andree, Nikole Richardson, and Stelios Orphanos
Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
Dallas: National Staff Development Council, 2009, 7

“Research confirms that teachers are the single most important factor in raising student achievement.”

U.S. Department of Education
"Teacher-to-Teacher Initiative," 2007

According to a news release from Johns Hopkins University, the most important factor for improving students’ math skills is teacher professional development, not new textbooks or technology.

–See "Professional Development Key to Improving Math Achievement," 2008, http://jhu.edu/news/home08/dec08/math_achieve.html

"In terms of outcomes on traditional measures . . . , curriculum differences appear to be less consequential than instructional differences are."

Robert E. Slavin and Cynthia Lake
"Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis"
Review of Educational Research 78, no. 3, 2008, 482

Research has shown that in order for professional development to be effective, it must provide relevant, sustainable, and continuous learning opportunities for teachers.

–See State Educational Technology Directors Association [SETDA]
Empowering Teachers: A Professional and Collaborative Approach
Glen Burnie, MD: SETDA, 2008

“Substantial differences in mathematics achievement of students are attributable to differences in teachers.”

National Mathematics Advisory Panel
Foundations for Success: The Final Report of the National Mathematics Advisory Panel
Washington, DC: U.S. Department of Education, 2008, 35

“Teachers must know in detail the mathematical content they are responsible for teaching and its connections to other important mathematics.”

National Mathematics Advisory Panel
Foundations for Success: The Final Report of the National Mathematics Advisory Panel
Washington, DC: U.S. Department of Education, 2008, 37

“‘Generally, funds should be used for short-term investments that have the potential for long-term benefits,’ such as professional development, the department’s guidance says.”

“U.S. Secretary of Education Arne Duncan reiterated the point when he testified before the House Budget Committee last week.”

Christina A. Samuels
“Spec. Ed. Stimulus Money Raising Cautions”
Education Week, Vol. 28, Issue 25, 2009

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