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ERIC Number: EJ1235169
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Exploring Teacher and School Variance in Students' Within-Year Reading and Mathematics Growth
Anderson, Daniel
School Effectiveness and School Improvement, v30 n4 p510-530 2019
Much research has evaluated teacher- or school-level variance in students' achievement as a proxy for teacher or school effects. These effects have almost exclusively been estimated across years with state-level testing data. In this paper, interim assessment data, collected across 9 time points in the fall, winter, and spring of Grades 3 to 5 were used to model students' within-year reading and mathematics growth. A multilevel model was used to estimate growth rates within each grade while accounting for the summer transition period, and intercept and slope variance was parsed into student, teacher, and school components. Results indicated substantial variance between both teachers and schools in students' within-year growth, which complicates interpretations about each level without reference to the other.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Measures of Academic Progress
IES Funded: Yes
Grant or Contract Numbers: R324C110004