Multiple Measures of Student Growth in Reading: Examining Teacher Candidate Effectiveness

• In Event: Poster Session 4
  In Poster Session: A Miscellany of Accountability Issues: Value-Added Model Assumptions, Special Education, Growth, and Racial/Ethnic Classifications

Abstract

This study expands the scope of past studies on how school practices and teacher effectiveness affect student learning (reading outcomes) in a multilevel framework over two years. The research question: Do school measures of teaching effectiveness and instructional practices moderate student growth trajectories in reading? Although average teacher effectiveness was not related to growth in reading, school instructional practice was significant in explaining growth. There were also relationships between student composition and patterns of growth at the school level, as well as for individual student background factors. With a focus on local, state, and national accountability and outcomes at the forefront, this study showed that school-level organization and school-wide instructional practices/policies may provide significant academic advantages for students over time.

Authors

• Stacey Michie Takanishi, University of Hawaii - Manoa

• Lysandra Cook, University of Hawaii - Manoa