Linking Student Survey Results With Learning Outcomes: Teacher-Student Relationships and Student End-of-Grade Achievement

• In Event: 67.067 - MTCC Roundtable Session 31
  In Roundtable Session: 67.067-8 - Effects of Teacher-Student Relationships and Teachers' Emotional, Cultural, and Mindful Competence on Students and Learning Outcomes

Abstract

The purpose of this study is to test the association between teacher-student relationships and student achievement with data from a large school district. In alliance with previous studies that indicated the critical importance of teacher-student relationships, this present study hypothesizes: (1) teacher-student relationships bear a statistically significant association with student EOG achievement; and (2) the effect size of teacher-student relationships is small.
Our findings bear two noteworthy merits. First, our findings will offer district administrators and teachers insights into potential influence teacher-student relationships have on student learning. Second, our analytical model retests the effect of teacher-student relationship by controlling students’ previous achievement and school fixed effects which are critical confounding factors that most previous studies did not include.

Author

• Haigen Huang, Wake County Public Schools