Exploring Teacher and School Variance in Students' Within-Year Reading and Mathematics Growth

Autor/in	Anderson, Daniel
Titel	Exploring Teacher and School Variance in Students' Within-Year Reading and Mathematics Growth
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 4, S.510-530 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Daniel) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2019.1618349
Schlagwörter	Reading Achievement; Mathematics Achievement; Achievement Gains; Teacher Effectiveness; School Effectiveness; Grade 3; Grade 4; Grade 5; Elementary Schools; Elementary School Teachers; Achievement Tests; Elementary School Students; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Much research has evaluated teacher- or school-level variance in students' achievement as a proxy for teacher or school effects. These effects have almost exclusively been estimated across years with state-level testing data. In this paper, interim assessment data, collected across 9 time points in the fall, winter, and spring of Grades 3 to 5 were used to model students' within-year reading and mathematics growth. A multilevel model was used to estimate growth rates within each grade while accounting for the summer transition period, and intercept and slope variance was parsed into student, teacher, and school components. Results indicated substantial variance between both teachers and schools in students' within-year growth, which complicates interpretations about each level without reference to the other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01