27 research outputs found
Effects of ability mixing in high school on adulthood earnings: Quasiexperimental evidence from South Korea
10.1007/s00148-006-0090-yJournal of Population Economics202269-29
Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives
This article is a modified version of a paper
presented at the Third Annual Sloboda-Bukoski Society for Prevention
Research Cup Competition as part of Society for Prevention
Research 17th Annual Meeting, Washington, DC.In recent discussions regarding concerns about
the academic achievement of US students, educational
policy makers have suggested the implementation of certain
teacher policies. To address the limited empirical
research on the putative educational impact of such policies,
this study used multilevel structural equation models
to investigate the longitudinal associations between teacher
evaluation and reward policies, and student mathematics
achievement and dropout with a national sample of students
(n = 7,779) attending one of 431 public high
schools. The student sample included an equal number
of boys and girls averaging 16 years of age, and
included a White (53%) majority. This study examined
whether associations between teacher policies and student
achievement were mediated by the teacher–student relationship
climate. Results of this study were threefold. First,
teacher evaluation policies that allowed students to evaluate
their teachers were associated with more positive student
reports of the classroom teaching climate. Second,
schools with teacher reward policies that included assigning
higher performing teachers with higher performing
students had a negative association with student perceptions
of the teaching climate. Lastly, schools with better
student perceptions of the teaching climate were associated
with lower student dropout rates by students’ senior year.
These findings are discussed in light of their educational
policy implications.http://www.springerlink.com/content/0047-2891/nf201