Prior meta-analyses report moderate positive pooled effect sizes of teacher PD on instructional practice and teacher knowledge outcomes¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i2 Kraft et al. (2018) found a pooled mean effect size of 0.49 SD on teacher practice outcomes for coaching programs. → Lynch 2025 q2 i2 Garrett et al. (2019) found a mean effect size of 0.42 SD on classroom observation scores across content areas. → Lynch 2025 (2) q2 i2 Kowalski et al. (2020) found a pooled mean effect size of 0.49 SD on teacher knowledge outcomes in science. → Lynch 2025 (3)

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 · i2 · quant-synthesis · r2

The review reports, citing Kraft et al. (2018), that coaching programs across content areas produced a pooled mean effect size of "0.49 SD on teacher practice outcomes".

"Combining experimental and rigorous quasi-experimental studies, Kraft et al. found a pooled mean impact of 0.49 SD on teacher practice outcomes."

Lynch 2025 (2)¶

q2 · i2 · quant-synthesis · r?

The review reports, citing Garrett et al. (2019), that in-service teacher PD across content areas yielded a printed mean effect size of "0.42 SD on observation scores".

"Pooling across these interventions, the authors found a mean effect size of 0.42 SD on observation scores."

Lynch 2025 (3)¶

q2 · i2 · quant-synthesis · r?

The review reports, citing Kowalski et al. (2020), a pooled mean effect size of "0.49 SD on knowledge outcomes" from science interventions for preservice and/or in-service teachers.

"The authors found a pooled mean effect size of 0.49 SD on knowledge outcomes and noted that effect sizes from instructional practice and attitude outcomes were substantially smaller than those identified for knowledge outcomes."

Discussion¶

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
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 — a narrower finding that bears on this claim
Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — possibly the same claim (merge candidate)
Coaching program effects shrink substantially at scale: effectiveness trials of larger programs show only a fraction of efficacy-trial effects — 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

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-31`
`trust`	unverified — no one has confirmed this page's content

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