Prior meta-analysis reports a pooled mean effect size of 0.21 SD on student achievement for mathematics and science teacher PD and curriculum improvement interventions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 A prior meta-analysis by the same authors found a pooled mean effect size of 0.21 SD on student achievement. → Lynch 2025

Evidence¶

Lynch 2025¶

Lynch, K., Gonzalez, K., Hill, H., & Merritt, R. (2025). A Meta-Analysis of the Experimental Evidence Linking Mathematics and Science Professional Development Interventions to Teacher Knowledge, Classroom Instruction, and Student Achievement. AERA Open. https://doi.org/10.1177/23328584251335302

q2 · i1 · quant-synthesis · r?

The review reports, citing its own prior work (Lynch et al., 2019), a pooled mean effect size of "0.21 SD" on student achievement for mathematics and science PD and curriculum improvement interventions — a small printed effect size.

"conducted a related meta-analysis of the student-level impacts of teacher professional development and curriculum improvement interventions in PK–12 mathematics and sci- ence, finding a pooled mean effect size on student achievement of 0.21 SD."

Discussion¶

Related Claims¶

• Prior meta-analyses report moderate positive pooled effect sizes of teacher PD on instructional practice and teacher knowledge outcomes — related
• Mathematics and science PD interventions causally improve in-service teachers' knowledge and classroom instruction, with a pooled average impact estimate of +0.52 SD across randomized studies — related
• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — related
• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — related
• PD programs with larger impacts on teacher-level outcomes tended to have significantly larger mean impacts on student achievement — related
• A practitioner review reports a meta-analysis of causal coaching studies as finding positive effects of coaching on teachers' instructional practice and student achievement, though one contrasting study found coached teachers no more effective — related
• The Math Solutions video-based PD program showed limited impact on teacher knowledge and no impact on instructional practice or student achievement — a narrower finding that bears on this claim