Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions

ABSTRACT

The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias.

Acknowledgement

The authors gratefully acknowledge the National Institute for Early Education Research, the Pew Charitable Trusts, and the Foundation for Child Development for their support of the SWEEP Study, and the U.S. Department of Education for its support of the Multi-State Study of Pre-Kindergarten. However, the contents do not necessarily represent the positions or policies of the funding agencies, and endorsement by these agencies should not be assumed. The authors are grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in these studies.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding