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ERIC Number: EJ946224
Record Type: Journal
Publication Date: 2011-Dec
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0162-3737
Assessing the Effects of Teachers' Reading Knowledge on Students' Achievement Using Multilevel Propensity Score Stratification
Kelcey, Ben
Educational Evaluation and Policy Analysis, v33 n4 p458-482 Dec 2011
This study investigated the relationship of teachers' reading knowledge with students' reading achievement using a direct teacher knowledge assessment rather than indirect proxies (e.g., certification). To address the inequitable distribution of teachers' knowledge resulting from differences in teachers' backgrounds and the disparities in how schools attract and cultivate knowledge, the study developed multilevel propensity score methods to identify comparable teachers on the basis of both teacher and school backgrounds. Results suggest that schools are complexly associated with differences in teachers' knowledge and that comparisons which ignore the relevance of schools may be misleading. By comparing teachers with similar personal and school backgrounds, results show measured knowledge is significantly associated with students' achievement in reading comprehension but not word analysis. The findings support policies which leverage school capacities to develop the specialized knowledge needed for teaching reading. (Contains 7 tables, 4 figures and 5 notes.)
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: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: R305M050087