Year of Publication

2006

College

Martin School of Public Policy and Administration

Date Available

9-5-2014

Executive Summary

Professional development programs are widely acknowledged for their success in determining outcomes in a variety of fields. These programs are particularly useful in education where new processes, methodologies, and curriculum need to be disseminated to vast numbers of administrators, educators, parents, and program analysts. Education is considered one of the top priorities for American policymakers, agencies, companies, and the general public. This fact has made educational outcomes progressively more important over time as larger expenditures are dedicated to providing positive educational effects. There has been a large body of research performed on what effects educational outcomes in the United States. Simultaneously, research has been performed on the outcomes of economic status, race, gender, and technological variance among schools on educational outcomes. However, little empirical research given all these variables has been performed, and even less research involving the effect of the National Science Foundation’s Math and Science Partnership (a professional development program) on educational outcomes. This project is dedicated to an empirical analysis on the effect of this program in the Commonwealth of Kentucky. Its primary goal is to discern the effect, if any, of the Appalachian Math and Science Partnership (AMSP) on educational outcomes among its fifty one member districts.

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