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The long-term effects of Professional Development (PD) on educators ability to affect student performance remain virtually unstudied. This quasi-experimental, longitudinal study compared student achievement scores from 25 states and 78 school districts over multiple years for schools whose teachers used an online, on-demand professional development offering. The objective was to evaluate to what degree student scores might improve, decline, or plateau with participation in professionaldoi:10.19030/jier.v11i1.9096 fatcat:obajkohtq5e6xkri66hn42dyci