School Instructional Effectiveness and Student Learning in Reading and Math

• In Event: Roundtable Session 90
  In Roundtable Session: Improving the Landscape: Avenues Toward Student Achievement

Abstract

Previous research on school effects has often fallen short in producing knowledge that can be directly implemented to improve student outcomes. One methodological criticism is that past studies have tended to be atheoretical, primarily concerned with single indicators of effectiveness and outcomes, and largely cross-sectional. The purpose of this study is to extend the discussion of school factors in 165 schools that influence outcomes by testing a parallel growth model which examines whether (1) teacher effectiveness and (2) instructional practices influence simultaneous growth in reading and math outcomes.

Author

• Ronald H. Heck, University of Hawaii - Manoa