Does Sustained Science Content Based Professional Development Make a Difference to Students' Science Achievement?

Authors: Kathryn Scantlebury, Yue Li, Jane Butler Kahle, Constance Blasie

These are preliminary results, with the project waiting for final student data for comparisons across the teachers' progression through the program, as well as cumulative results from more than one teacher cohort.  However, initial results suggest that PennSTI is improving student knowledge in middle school science and high school chemistry and teachers' content knowledge and pedagogical practices through its extensive and prolonged professional development.