ERIC Number: EJ1290949
Record Type: Journal
Publication Date: 2020-Oct
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: N/A
Available Date: N/A
Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools
Reddy, Linda A.; Lekwa, Adam; Dudek, Christopher; Kettler, Ryan; Hua, Anh
Journal of Psychoeducational Assessment, v38 n7 p816-830 Oct 2020
This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students' proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.
Descriptors: Academic Achievement, Poverty, Classroom Techniques, Charter Schools, Hierarchical Linear Modeling, Elementary School Students, Predictor Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A
Author Affiliations: N/A