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ERIC Number: EJ1069062
Record Type: Journal
Publication Date: 2015
Pages: 31
Abstractor: As Provided
ISSN: ISSN-0272-4316
Using Value-Added Models to Measure Teacher Effects on Students' Motivation and Achievement
Ruzek, Erik A.; Domina, Thurston; Conley, AnneMarie M.; Duncan, Greg J.; Karabenick, Stuart A.
Journal of Early Adolescence, v35 n5-6 p852-882 Jun-Aug 2015
Value-added (VA) models measure teacher contributions to student learning and are increasingly employed in educational reform efforts. Using data from 35 seventh-grade teachers and 2,026 students across seven schools, we employ VA methods to measure teacher contributions to students' motivational orientations (mastery and performance achievement goals) and their mathematics performance. The analysis suggests less variation in teachers' contributions to students' achievement goals than mathematics achievement. However, during a time when most students' mastery motivation is declining sharply, a one standard deviation increase in teacher contributions to student mastery orientation is associated with a 40% smaller decline in student mastery goals. Teacher mastery contributions are also associated with gains in a student's seventh-grade mathematics achievement (d = 0.11). In addition to using VA measures to focus on improving student achievement, these measures can be used to orient teachers, schools, and districts on the enhancement of students' motivation to learn.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: EHR 0335369; EHR 0928103