scholarly journals Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

2018 ◽  
Vol 40 (3) ◽  
pp. 473-501 ◽  
Author(s):  
Lorena Ortega ◽  
Lars-Erik Malmberg ◽  
Pam Sammons
Keyword(s):  
Student Achievement ◽  
Growth Curve ◽  
Growth Models ◽  
Teacher Effects ◽  
Combined Use ◽  
Achievement Growth ◽  
Children's Achievement ◽  
Accelerated Growth ◽  
Multiple Membership ◽  
Achievement Trajectories

We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students’ achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models.

scholarly journals The Influence of School Policy and Practice on Mathematics Achievement During Transitional Periods

2004 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Janet K. Holt ◽  
Cynthia Campbell
Keyword(s):  
High School ◽  
Parent Involvement ◽  
Mathematics Achievement ◽  
Growth Models ◽  
School Context ◽  
School Policy ◽  
Policy And Practice ◽  
Academic Counseling ◽  
Achievement Growth ◽  
Accelerated Growth

In this study, the effects of school policies and practices on math achievement growth, as students transitioned from middle to high school, were examined while controlling for school contextual variables. A pattern of accelerated growth in mathematics achievement from grades 8 to 12 occurred, in which higher achieving students in mathematics at grade eight accelerated more than lower achieving students in mathematics growth during the transition from middle to high school. Controlling for school context, school policy promoting parent involvement and academic counseling had significant positive impacts on the acceleration in growth during this period. The implications of using multilevel growth models to study growth during transition periods are discussed.

How Large Are Teacher Effects?

2004 ◽  
Vol 26 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Barbara Nye ◽  
Spyros Konstantopoulos ◽  
Larry V. Hedges
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Low Socioeconomic Status ◽  
Variance Components ◽  
Selection Effects ◽  
Teacher Effects ◽  
Low Socioeconomic ◽  
Achievement Gains ◽  
Teacher Effect ◽  
Teachers And Students

It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools.

scholarly journals Teacher Effects on Student Achievement and Height: A Cautionary Tale

2019 ◽  
Author(s):  
Marianne Bitler ◽  
Sean Corcoran ◽  
Thurston Domina ◽  
Emily Penner
Keyword(s):  
Student Achievement ◽  
Cautionary Tale ◽  
Teacher Effects

scholarly journals Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling

2019 ◽  
Vol 57 (2) ◽  
pp. 728-774
Author(s):  
Hanna Dumont ◽  
Douglas D. Ready
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
School Level ◽  
Achievement Growth ◽  
Nationally Representative ◽  
Academic Inequality ◽  
Racial Ethnic ◽  
Parallel Growth ◽  
Kindergarten Class

This article explores how the associations between student achievement and achievement growth influence our understanding of the role schools play in academic inequality. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K:2011), we constructed parallel growth and lagged score models within both seasonal learning and school effects frameworks to study how student- and school-level socioeconomic and racial/ethnic backgrounds relate to student learning. Our findings suggest that seasonal comparative scholars, who generally argue that schools play an equalizing role, and scholars focused on school compositional effects, who typically report that schools exacerbate inequality, come to these contrasting findings not only because they ask different questions but also because they treat student initial achievement differently when modeling student learning.

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