This study examined connections between staff development and student achievement in order to develop a base of knowledge for improving Georgia's staff development. The study asked whether differences in how districts and schools provided staff development for teachers accounted for some of the variation in student achievement across Georgia schools. Researchers selected a sample of higher and lower achieving schools across a range of socioeconomic status levels. A total of 60 schools in 35 districts participated. At each school, researchers interviewed administrators and conducted focus group discussions with teachers. They also surveyed 1,150 teachers in all of the schools. At each district office, researchers interviewed staff development coordinators, personnel directors, and finance directors to determine the context in which staff development occurred in schools. Results indicated clear differences in the approach to staff development in higher and lower achieving schools. This report examines similarities and differences related to decision-making processes, content, focus, providers, strategies for providing time, format and delivery, teachers' views on support, leadership at the school, role of the district office, and training of leadership in guiding staff development. The report also examines Georgia's staff development policies. Three recommendations were made for staff development: improving low achieving schools, increasing capacity for staff development, and using incentives to increase the use of research-based staff development. (SM)