Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?

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dc.contributorVirginia Techen
dc.contributor.authorKonstantopoulos, S.en
dc.contributor.authorSun, M.en
dc.date.accessed2014-06-26en
dc.date.accessioned2014-06-27T14:45:35Zen
dc.date.available2014-06-27T14:45:35Zen
dc.date.issued2012-05en
dc.description.abstractWe examined the persistence of teacher effects from grade to grade on lower-performing students using data from Project STAR. Teacher effects were computed as residual classroom achievement within schools. Teacher effects in one grade predicted achievement in following grades using quantile regression. Results consistently indicated that all students benefited similarly from teachers, and differential teacher effects were not evident. Overall, lower-performing students benefit as much as other students from teachers except in fourth grade, where lower-performing students benefit more. Having effective teachers in successive grades seems beneficial to lower-performing students in mathematics and reading. However, having low-effective teachers in successive grades is detrimental to all students especially in mathematics.en
dc.format.mimetypeapplication/pdfen
dc.identifier.citationSpyros Konstantopoulos and Min Sun. "Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?," American Journal of Education, Vol. 118, No. 3 (May 2012), pp. 309-339. DOI: 10.1086/664772en
dc.identifier.doihttps://doi.org/10.1086/664772en
dc.identifier.issn0195-6744en
dc.identifier.urihttp://hdl.handle.net/10919/49120en
dc.identifier.urlhttp://www.jstor.org/stable/10.1086/664772en
dc.language.isoenen
dc.publisherUniversity of Chicago Pressen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectvalue-added assessmenten
dc.subjectacademic-achievementen
dc.subjectpublic-schoolsen
dc.subjectqualityen
dc.subjectmodelsen
dc.subjectqualificationsen
dc.subjecteducationen
dc.subjecteducation & educational researchen
dc.titleIs the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?en
dc.title.serialAmerican Journal of Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten

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