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ERIC Number: ED563212
Record Type: Non-Journal
Publication Date: 2013
Reference Count: 24
Estimating Causal Effects of Teacher-Child Relationships on Reading and Math Achievement in a High-Risk Sample: A Multi-Level Propensity Score Matching Approach
McCormick, Meghan P.; O'Connor, Erin E.; Cappella, Elise; McClowry, Sandee G.
Society for Research on Educational Effectiveness
A robust body of research has identified associations between positive teacher-child relationships--characterized by high levels of closeness and low levels of conflict--and children's academic achievement in elementary school (e.g. Roorda, 2012). Additional studies find that high-quality teacher-child relationships may promote academic resilience among lower-income, racial/ethnic minority children at-risk for poor achievement (Crosnoe et al., 2010; Murray & Zvoch, 2011). This work suggests that interventions designed to boost academic achievement in lower-income urban schools should consider targeting teacher-child relationship quality. Research, however, has yet to use multi-level models to infer causal impacts of high-quality teacher-child relationships on academic achievement within this high-risk population of students and schools. The current study uses a multi-level propensity score matching approach to estimate causal effects of a high-quality teacher-child relationship in kindergarten on student math and reading achievement at the transition to first grade. In this study, the researchers compare effects from these models to multi-level regressions, and conduct sensitivity analyses of continuous effects using generalized propensity score matching procedures. The results revealed sizeable, positive impacts of high-quality teacher-child relationships in kindergarten on a standardized measure of math achievement in first grade for a low-income, racial/ethnic minority population of students attending urban schools. However, no effects of high-quality teacher-child relations were detected for reading outcomes in first grade. Two tables are appended.
Descriptors: Teacher Student Relationship, Reading Achievement, Mathematics Achievement, Correlation, At Risk Students, Probability, Elementary School Students, Resilience (Psychology), Intervention, Kindergarten, Grade 10, Grade 1, Regression (Statistics), Models, Urban Schools, Elementary School Teachers, Parents, Measures (Individuals), Statistical Distributions
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Publication Type: Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 10; Secondary Education; High Schools; Grade 1
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement