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ERIC Number: ED219436
Record Type: RIE
Publication Date: 1982-Mar
Pages: 21
Abstractor: N/A
Reference Count: 0
Enduring Effects of First-Grade Achievement.
Low, Lana; Wolfle, Lee M.
Low and Wolfe (1981), in a study on the enduring effects of first grade teachers, found unexpected results that short-term gains in first grade do not necessarily lead to long-term academic gains. These results differed from Pedersen, Faucher and Eaton's (1978) findings. To investigate this anomaly, the primary and multilevel editions of the SRA Achievement Series were administered to a total of 417 students twice a year from first through fifth grade. The results of the analysis, based on the mean levels of achievement in math and reading, showed that students of the identified effective first grade teacher achieved gains in both math and reading and did so repeatedly. However, the students who achieved test score gains over their first grade peers did not achieve gains in subsequent elementary school grades as fast as students of the other teachers. By fifth grade, the initial gain group of students was over a half of a standard deviation below the mean of other students. It was concluded that early elementary education may be more beneficial if it teaches students how to learn, rather than basic skills. (PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Phi Delta Kappa, Charlottesville, VA.
Authoring Institution: N/A
Identifiers: SRA Achievement Series
Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982).