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Document Number: 5040

The Impact of High-stakes Accountability on Teachers’ Professional Development: Evidence from the South - The researchers set out to find qualitative answers to three questions: (1) How do different state accountability systems affect teachers’ responses to their own professional development? (2) How do teachers from schools with different accountability ratings respond to their own professional development? (3) How do schools and districts mediate high-stakes accountability, professional development and student achievement? They found that the general quality of professional development was improving with the increasing stakes of accountability systems. They also discovered schools and districts responding to the demands of high-stakes accountability, professional development and student achievement with a variety of solutions, both well- and ill-considered. (Barnett Berry, Laura Turchi and Dylan Johnson, The Southeast Center for Teaching Quality, Inc.; and Dwight Hare and Deborah Duncan Owens, Mississippi State University, and Steve Clements, Kentucky Professional Standards Board, November 2003)...


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