ERIC Number: ED546856
Record Type: Non-Journal
Publication Date: 2013-Apr
Reference Count: 20
Student- and Teacher-Reported Behavioral Measures: Do They Agree? Issue Brief
Middle school students' behavior is an important dimension of high school readiness. Research has shown that academic achievement and academic behavior in middle school affect high school academic outcomes, high school persistence, and high school graduation. The academic behaviors that are important for success in middle school, high school, and beyond can be grouped into three broad domains: (1) Motivation; (2) Social Engagement; and (3) Self-Regulation. This paper addresses three key questions about student and teacher observations of behavior: (1) Do both types of behavioral measures--student-reported and teacher-reported--predict important educational outcomes: course grades, absenteeism, and being suspended from school? Does using both perspectives together improve prediction?; (2) How similar are the students' self-reports to teachers' perceptions of these same students' behaviors in each of the three domains?; and (3) Do the relationships between student-reported and teacher-reported behavioral measures vary by student grade level? Data were collected for over 6,000 students from 42 schools. The student-reported behavioral measures were collected using ACT Engage Grades 6-9, an instrument designed to measure behavior and psychosocial factors. Behavioral ratings were collected from these students' teachers using ACT Engage Teacher Edition. The results of this study suggest that the assessment of academic behaviors from multiple perspectives--student and teacher--yields more accurate and actionable information than either perspective alone. Implications for classroom and school practice and policy focus on more effective use of student information to improve student educational outcomes. An appendix presents ACT Engage Scales by Domain.
Descriptors: Middle School Students, Student Behavior, Teacher Attitudes, Student Attitudes, Middle School Teachers, Student Motivation, Learner Engagement, Self Control, Outcomes of Education, Grades (Scholastic), Attendance, Suspension, Measures (Individuals), Correlation, Academic Achievement
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Grade 7; Grade 8; Grade 9
Authoring Institution: ACT, Inc.
Identifiers - Assessments and Surveys: ACT Assessment