The Relationship between Adequate Yearly Progress and the Quality of Professional Development

Abstract

Based on publicly available data, the study examined the relationship between adequate yearly progress status and teachers’ perceptions of the quality of their professional development. The sample included responses of 5,558 teachers who completed the questionnaire in the 2005–2006 school year. Results of the statistical analysis show a significant relationship between adequate yearly progress status and teachers’ agreement that professional development activities (1) advance teachers’ understanding of effective instructional strategies derived from scientifically based research; (2) forward teachers’ understanding of effective instructional strategies for improving student academic achievement; (3) are developed with extensive participation of teachers, administrators, and parents in the school of district; and (4) provide training to help teachers effectively use technology in the classroom to improve instruction and learning.