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Teacher Classroom Practices and Student Performance: How Schools Can Make a Difference NAEP

Author(s):
Wenglinsky, Harold
Publication Year:
2001
Report Number:
RR-01-19
Source:
ETS Research Report
Document Type:
Report
Page Count:
37
Subject/Key Words:
National Assessment of Educational Progress (NAEP), Mathematics, Instructional Practices, Teacher Quality

Abstract

Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

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