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ERIC Number: ED441907
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
Falling Off Track: How Teacher-Student Relationships Predict Early High School Failure Rates.
Miller, Shazia Rafiullah
This paper examines the relationship between the climate of teacher-student relations within a school and individual student's likelihood of freshman year success. Using administrative data from the Chicago Public Schools and survey data, researchers used hierarchical linear modeling to determine whether teacher-student climate predicts students' likelihood of being on track to graduate by the end of the freshman year. Teacher-student climate is a factor which covers a wide range of questions focused on whether students believe teachers treat them with fairness and respect and whether they help them when they struggle with their school work. Results find that teacher-student climate does have a significant effect, even after controlling for individual race, gender, poverty, and prior achievement, as well as the school level average achievement of the entering cohort. Researchers found a much smaller effect when looking at the effect of teacher-student climate on achievement on a standardized test and a nonsignificant effect on student absences. Because being on-track is significantly correlated with graduating within 5 years, researchers believe focusing on improving the climate of teacher-student relationships in the schools might be an important component in reducing school failure. (Contains 11 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A