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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Treatment teachers in PK-12 mathematics and science PD randomized trials showed stronger teacher-level outcomes than controls, with a pooled average effect size of +0.52 SD. → 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

q4 · i2 · quant-synthesis · r?

Meta-analysis of 46 randomized experiments of PK-12 mathematics and science PD, using correlated and hierarchical effects models with robust variance estimation. The pooled average impact estimate — a printed effect size of "+0.52 SD" — favored treatment teachers over controls on teacher-level outcomes.

"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)."

Discussion¶

Related Claims¶

• 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 — related
• PD programs with larger impacts on teacher-level outcomes tended to have significantly larger mean impacts on student achievement — related
• Prior meta-analyses report moderate positive pooled effect sizes of teacher PD on instructional practice and teacher knowledge outcomes — a broader claim this one bears on
• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — related
• Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial — related
• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — related
• The PD improved teachers' Richness of Mathematics in classroom instruction but not Student Participation or Errors and Imprecision — a narrower finding that bears on this claim