Developing secondary teachers'. statistical inquiry through immersion in high-stakes Accountability Data

To support the development of statistical inquiry, teachers must know more than statistical procedures; they must learn to investigate, reason, and argue with statistical concepts and techniques. For mathematics teachers, this is often unfamiliar territory. This study investigates the process of teachers' statistical inquiry and documents its development during a 6-month professional development sequence that immerses teachers in learning statistics while analyzing their students' high-stakes state assessment results. We will report, based on empirical research, how an immersion model in statistics can influence that development.