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This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on improving student achievement as demonstrated across a range of studies?; and (2) What characteristics of professional development programs (e.g., content focus, duration, coherence, active learning, and collective participation of teachers) explain the degree of effectiveness, and are the findings consistent with prior research on effective professional development? This meta analysis of studies of teacher professional development programs in mathematics and science found that 16 studies reported significant effect sizes for teacher development in relation to improving student achievement. These studies reported effect sizes for student achievement gains for a treatment group as compared to a control group and the studies provided adequate data and documentation for the research team to compute or re-analyze effect sizes. The results show consistent positive effect on gains in student achievement in mathematics from teacher professional development in mathematics education. Based on the results of the meta analysis of findings from teacher professional development studies, several recommendations can be made about use of meta analysis methods and their use for researchers, evaluators and education leaders. These recommendations are presented in this report. (Contains 2 figures and 4 tables.)