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Reviewing the evidence on how teacher professional ...

ISSUES& Department of EducationReviewing the evidence on how teacher professional development affects student achievementREL 2007 No. 033At Edvance Research, the evidence on how teacher professional development affects student achievementOctober 2007 Prepared byKwang Suk Yoon American Institutes for ResearchTeresa Duncan American Institutes for ResearchSilvia Wen-Yu Lee American Institutes for ResearchBeth Scarloss American Institutes for ResearchKathy L. Shapley Edvance ResearchISSUES&ANSWERSREL 2007 No. Department of EducationAt Edvance Research, & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa-tional laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educa-tors at state and local levels and from communities, businesses, parents, families, and youth.

tunities—formal and informal, mandatory and voluntary, serendipitous and planned” (Wilson & Berne, 1999, p.174). Recognizing the short supply of high quality pro-fessional development for teachers, the No Child Left Behind Act of 2001 mandated that teachers receive such learning opportunities. No Child Left

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