Measuring More: Teacher Effects on Executive Function in Kindergarten

• In Event: Poster Session 6
  In Poster Session: Division K Section 3 Poster Session 1

Abstract

School’s promotion of executive function skills has become popular in recent years; however, little is known about teacher’s influence on the development of these skills. This is surprising given the robust literature that finds teachers to be the single most important in-school factor influencing academic achievement. Drawing on a new, nationally representative cohort from the Early Childhood Longitudinal Study, this study begins to fill the gap by estimating teacher effects on kindergartener’s executive function skills. Initial results indicate that kindergarten teachers influence their students’ gains in these skills; however, the effects are smaller than those for academic achievement. Additionally, the magnitude of teacher effects is larger for low-income children.

Author

• Michael Harris Little, University of North Carolina - Chapel Hill