Brennan, SarahBrager, GaryBrown, GayeBridges, Nicole2016-05-312016-05-312016-05-30http://hdl.handle.net/11603/2994The purpose of this study was to determine whether providing teachers with a set number of professional development hours would impact students’ achievement on Student Learning Outcome assessments. Teachers were randomly selected to participate in either a five-hour professional development group or a ten-hour professional development group. Both groups of teachers administered a pretest to students prior to receiving professional development and a posttest after receiving a month of professional development. The design of this experiment was quasi-experimental using a pretest and posttest comparison to examine the data. Achievement gains from pretest to posttest were compared between students in the five-hour and ten-hour groups. The gains in the five-hour group were greater. In order to completely understand the impact that professional development has on student achievement, more comprehensive research should be considered.37 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Attribution-NoDerivs 3.0 United StatesProfessional DevelopmentStudent AcheviementEducation -- Research papers (Graduate)Professional development -- Teachers -- Research.Academic achievement.Evaluation.Text