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Reviews of meta-analyses and randomized controlled trials show professional development is generally linked to higher student test scores, though evidence varies on which elements drive gains. 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Nowicki at [nowickij@gao.gov](nowickij@gao.gov)  \nWhat GAO Found  \nTeacher professional development is generally associated with higher student test scores, according to meta-analyses GAO reviewed. However, research is mixed about which specific elements of teacher professional development contribute to these higher scores. For example, one of the three meta-analyses that reviewed coaching—one specific element of teacher professional development—found a generally positive association between coaching and student test scores, while the other two meta-analyses found no association.  \nMost teachers (67 percent) said collaborative learning opportunities with other teachers improved their teaching or their students’ learning, according to a nationally representative RAND survey of K-12 public school teachers from school year 2022–23. Similarly, teachers who responded to GAO’snongeneralizable questionnaire said collaborative professional development was useful for their classroom teaching. For example, respondents said professional learning communities helped them share resources, exchange ideas, or reflect on teaching practices or issues in the classroom.  \nTitle II, Part A (Title II-A)—a formula grant program in the Elementary and Secondary Education Act of 1965, as amended (ESEA)—provides federal funds to states and school districts for activities such as teacher professional development. State and local officials from the three states and nine school districts GAO spoke with said that Title II-A’s flexibility and straightforward requirements helped them meet their communities’ educational needs. For example, New Mexico officials described using Title II-A funds to train school district officials on mentoring and recruitment, build a statewide cadre of mentors, and train teachers for leadership and administrative positions. In addition, officials from six of nine school districts reported that requirements applicable to Title II-A—which include that professional development be “data-driven” and“sustained (i.e. , not stand-alone, one-day, or short-term workshops),” among others—helped to ensure that professional development is high quality or effective (see figure) .  \nSelected Requirements for Professional Development Under the Elementary and Secondary Education Act of 1965, as Amended  \nWhy GAO Did This Study  \nCongress appropriated about $2.2 billion in Title II-A grants each year from fiscal years 2022 through 2024, making it the second largest formula grant program in the ESEA. GAO was asked to review whether Title II-A funds were being used in a manner likely to raise student achievement. This report describes (1) the elements of professional development that research finds to be effective,(2) the elements of professional development that teachers find most useful, and (3) the experiences of selected states and school districts using Title II-A to support effective instruction.  \nGAO reviewed five meta-analyses that measured the effectiveness of teacher professional development and five U.S. Department of Education studies of randomized controlled trials of teacher professional development programs. In addition, GAO analyzed RAND’s nationally representative American Instructional Resources Survey reports from school years 2022–23 and 2023– 24 and developed and disseminated a questionnaire to teachers understand the professional develop","cbCaisrVRHcCoSrt","https://ap.wps.com/l/cbCaisrVRHcCoSrt","pdf",617448,33,"English","# What GAO Found\n# Why GAO Did This Study\n# Contents\n## Letter\n## Background\n## Teacher Professional Development Is Associated with Better Student Performance, but Evidence Is Mixed About Which Elements Are Effective\n## Nationally, Teachers Identified Collaborative Learning as the Most Useful Element of Professional Development\n## Officials from Selected States and School Districts Generally Said They Valued Title II-A’s Flexibility and Straightforward Requirements to Help Meet Local Needs\n## Agency Comments\n# Appendices\n## Appendix I Objectives, Scope, and Methodology\n## Appendix II Characteristics of Selected Meta-Analyses\n## Appendix III Associations Between Elements of Teacher Professional Development and Effect Sizes on Student Test Scores in Five Meta-Analyses\n## Appendix IV GAO Contact and Staff Acknowledgments\n# Tables\n# Figures","[{\"question\":\"What does the report say about the overall effectiveness of teacher professional development?\",\"answer\":\"Meta-analyses GAO reviewed generally associate teacher professional development with higher student test scores. However, research findings differ on which specific elements are responsible for those improvements.\"},{\"question\":\"Which professional development element did teachers identify as most useful?\",\"answer\":\"Most teachers reported that collaborative learning opportunities with other teachers improved their teaching or students’ learning. The report also notes professional learning communities as a way teachers share resources, exchange ideas, and reflect on practice.\"},{\"question\":\"How does Title II-A support professional development, according to the report?\",\"answer\":\"Title II-A provides federal funds to states and school districts for teacher professional development activities. State and local officials described that its flexibility and straightforward requirements—such as being data-driven and sustained—help ensure high-quality professional development.\"}]","K-12 Education - Research on Effectiveness of Professional Development Is Mixed, but Teachers Find Collaborative Learning Most Useful | PDF",1792064001,83]