Teacher effects on student achievement in first grade: which aspects matter most?

Tinneke Boonen · Jan Van Damme · Patrick Onghena

47 citations0/0 files storedSchool Effectiveness and School Improvement

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School Choice and Performance Early Childhood Education and Development Educational Environments and Student Outcomes

Abstract

The present study investigates the effects of teachers (background qualifications, attitudes and beliefs, and instructional practices) on student achievement in mathematics, reading, and spelling in 1st grade. Its theoretical framework and methodology are based on recent work by Palardy and Rumberger (2008). Data from the SiBO Project, a longitudinal study in Flemish primary education, were analyzed for the present study using 2-level regression analysis. The results showed that teacher background had the largest effect on mathematics achievement, whereas instructional practices had the largest effects on both reading and spelling achievement. Moreover, the size of teacher effects depended upon the specific learning domain: Larger teacher effects were found for mathematics than for spelling and reading. Overall, the results suggest that teachers had a modest to strong effect on student achievement in first grade.

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References

1992A power primer.1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement 1998Teacher Efficacy: Its Meaning and Measure 2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data 2006Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level 2004How Large Are Teacher Effects?

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