School Instructional Effectiveness in Students' Reading Growth: Examining a Multilevel Model

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-2 - Methodological Approaches to Examining Behavior and Student Outcomes

Abstract

The purpose of this study is to extend the discussion of school factors that influence reading outcomes by examining potential method effects associated with testing two different ways of specifying growth models concerning how (1) average teacher effects and (2) school instructional practices influence students’ reading outcomes over a two-year period. Three results were of interest: Average teacher effectiveness was not related to growth in reading; instructional practice was significant in explaining growth; and there were some relationships noted between student composition and patterns of growth at the school level. With teaching quality, learning environments, accountability, and outcomes at the forefront, this study showed that school-level organization or school-wide instructional practices/policies may provide significant academic advantages for students over time.

Author

• Stacey Michie Takanishi, University of Hawaii - Manoa