Dissertation/Thesis Abstract

The impact of first-, second-, and third-grade teachers on third-grade student ISTEP+ scores
by Bartley, Jane A., Ph.D., Indiana State University, 2013, 136; 3589477
Abstract (Summary)

This study used existing third-grade ISTEP+ data from a cohort of Evansville Vanderburgh School Corporation students to evaluate various non-experimental methods for estimating teacher effects on student test scores. The study considered the impact that first-, second-, and third-grade teachers had on student performance as measured by the Indiana standardized test in third grade by looking for recognizable patterns of success based on teacher assignment in a cohort of 350 students. By making the assumption of randomness in assigning students to teachers and controlling for student transience, demographics, and teacher movement, the variances of mean ISTEP+ scores were examined to determine and quantify differences based on teacher links. Descriptive statistics summarized possible patterns of success based on teacher links for the cohort as a whole and each school individually by grade level. Differences among teachers by grade level were examined by using an ANOVA model. Regression analysis was used to probe patterns of achievement based on teacher combinations as well as the predictability of ISTEP+ scores based on first-, second-, or third-grade teachers.

Indexing (document details)
Advisor: Whitaker, Todd
Commitee: McDaniel, Terry, Watson, Charles
School: Indiana State University
Department: Educational Leadership, Administration, and Foundations
School Location: United States -- Indiana
Source: DAI-A 74/11(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational leadership, School administration
Keywords: Indiana Statewide Testing for Educational Progress Plus (ISTEP+), Primary grades, Student achievement, Teacher accountability, Teacher quality
Publication Number: 3589477
ISBN: 978-1-303-28119-8
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