Estimating the School, Teacher, and Student Effects on Reading Achievement of U.S. 15-Year-Olds

• In Event: From Adolescence to College Ready: Literacy Learning and Teaching of Older Students

Abstract

We examined the school, teacher, and student effects on the reading achievement of U.S. 15-year-olds using the 2018 Program for International Student Assessment dataset. Using Structural Equation Modeling, we examined the magnitude and direction of correlation of students’ reading performance to student, teacher, and school characteristics. This analysis facilitated the development of a research-grounded path model to help explain observed relationships. Preliminary analyses of school level variables indicate that higher numbers of certified teachers, and higher ratios of teachers with bachelor’s and master’s degrees were associated with higher levels of reading performance of 15-year-old students. However, schools with higher class sizes had negative relationships with students’ reading performance outcomes. These findings have important implications for education policy and practice.

Authors

• Nirmal Ghimire, University of Texas - Tyler
  Presenting Author

• Kouider Mokhtari, University of Texas - Tyler
  Presenting Author