Why All Teachers Matter: The Relationship Between Long-Term Teacher and Classroom Quality and Children’s Reading Achievement

References

• Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first 2 years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 43(218), 1–157.
   Google Scholar
• Allison, P. (2000). Multiple imputation for missing data: A cautionary tale. Sociological Methods Research, 28, 301–309. doi:10.1177/0049124100028003003
   Web of Science ®Google Scholar
• Allison, P. (2001). Missing data (Sage University Paper). Thousand Oaks, CA: SAGE.
   Google Scholar
• Ascher, C., & Fruchter, N. (2001). Teacher quality and student performance in New York City’s low-performing schools. Journal of Education for Students Placed at Risk, 6, 199–214. doi:10.1207/S15327671ESPR0603_3
   Google Scholar
• Bodovski, K., & Farkas, G. (2008). “Concerted cultivation” and unequal achievement in elementary school. Social Science Research, 37, 903–919. doi:10.1016/j.ssresearch.2008.02.007
   Web of Science ®Google Scholar
• Borman, G. D., & Kimball, S. M. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? Elementary School Journal, 106, 3–20. doi:10.1086/496904
   Web of Science ®Google Scholar
• Burchinal, M. R., Peisner-Feinberg, E., Pianta, R. C., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415–436. doi:10.1016/S0022-4405(02)00107-3
   Web of Science ®Google Scholar
• Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78, 27–49. doi:10.1177/003804070507800102
   Web of Science ®Google Scholar
• Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort Worth, TX: Harcourt Brace.
   Google Scholar
• Chetty, R., Friedman, J., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagin, D. (2010). How does your kindergarten classroom affect your earnings? Evidence from Project Star (Working paper 16381). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Cirino, P. T., Pollard-Durodola, S. D., Foorman, B. R., Carlson, C. D., & Francis, D. J. (2007). Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergartners. Elementary School Journal, 107, 341–364. doi:10.1086/516668
   Web of Science ®Google Scholar
• Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review, 28, 415–427. doi:10.1016/j.econedurev.2008.09.003
   Web of Science ®Google Scholar
• Corcoran, S. P. (2007). Long-run trends in the quality of teachers: Evidence and implications for policy. Columbia, MD: American Education Finance Association.
   Google Scholar
• Croninger, R. G., Rice, J. K., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26, 312–324. doi:10.1016/j.econedurev.2005.05.008
   Web of Science ®Google Scholar
• Curry, D. L. (2014). The impact of teacher quality on reading achievement of fourth grade students: Ana analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress ( Unpublished doctoral dissertation). Retrieved from ProQuest http://gradworks.umi.com/36/91/3691147.html
   Google Scholar
• Darling-Hammond, L. (2004). Inequality and the right to learn: Access to qualified teachers in California’s public schools. Teacher’s College Record, 106, 1936–1966. doi:10.1111/tcre.2004.106.issue-10
   Web of Science ®Google Scholar
• Del Nero, J. R., Morrow, L. M., & Gambrell, L. B. (2011). Introduction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (pp. 1–11). New York, NY: Guilford.
   Google Scholar
• Dolezal, S. E., Mohan Welsh, L., Pressley, M., & Vincent, M. M. (2003). How nine third-grade teachers motivate student academic engagement. Elementary School Journal, 103, 239–267. doi:10.1086/499725
   Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, L. M. (1997). PPVT-III: Peabody Picture Vocabulary Test. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Dynarski, S., Hyman, J. M., & Schanzenbach, D. W. (2011). Experimental evidence on the effect of childhood investments on postsecondary attainment and degree completion (Working paper, 17533). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Entwisle, D. R., & Alexander, K. L. (1999). Early schooling and social stratification. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 13–38). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Felner, R. D., & DeVries, M. (2013). Poverty in childhood and adolescence: A transactional-ecological approach to understanding and enhancing resilience in contexts of disadvantage and developmental risk. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 105–126). New York, NY: Springer.
   Google Scholar
• Ferguson, R. F. (2008). The Tripod Project framework. Cambridge, MA: Harvard University Press.
   Google Scholar
• Fisher, R., & Williams, M. (2006). Unlocking literacy: A guide for teachers (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Fuller, S. C., & Ladd, H. F. (2012). School based accountability and the distribution of teacher quality among grades in elementary school (CALDER Working Paper 75). Washington, DC: Center for the Analysis of Longitudinal Data in Education Research.
   Google Scholar
• Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21, 431–454. doi:10.1016/j.ecresq.2006.09.005
   Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. doi:10.1111/cdev.2005.76.issue-5
   PubMed Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. Pianta, M. Cox, & K. Snow (Eds.), School reading and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore, MD: Brookes.
   Google Scholar
• Han, W.-J. (2008). The academic trajectories of children of immigrants and their school environments. Developmental Psychology, 44, 1572–1590. doi:10.1037/a0013886
   PubMed Web of Science ®Google Scholar
• Hanushek, E. A. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100, 84–117. doi:10.1086/261808
   Web of Science ®Google Scholar
• Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality (NBER Working Papers: 11154). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798–812. doi:10.1016/j.jpubeco.2010.11.009
   Web of Science ®Google Scholar
• Howes, C., Burchinal, M., Pianta, R. C., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23, 27–50.
   Web of Science ®Google Scholar
• Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children’s relationship with peers. Child Development, 65, 264–273. doi:10.2307/1131380
   PubMed Web of Science ®Google Scholar
• Huffman, L. R., & Speer, P. W. (2000). Academic performance among at-risk children: The role of developmentally appropriate practices. Early Childhood Research Quarterly, 15(2), 167–184. doi:10.1016/S0885-2006(00)00048-X
   Web of Science ®Google Scholar
• Jacob, B. A. (2007). The challenges of staffing urban schools with effective teachers. The Future of Children, 17, 129–153. doi:10.1353/foc.2007.0005
   PubMed Web of Science ®Google Scholar
• Jacob, B. A. (2011). Do principals fire the worst teachers? Educational Evaluation and Policy Analysis, 33, 403–434. doi:10.3102/0162373711414704
   Web of Science ®Google Scholar
• Jung, E., & Han, H. S. (2013). Teacher outreach efforts and reading achievement in kindergarten. Journal of Research in Childhood Education, 27, 93–110. doi:10.1080/02568543.2012.739590
   Google Scholar
• Kane, T. J., Rockoff, J. E., & Staiger, D. (2006). What does certification tell us about teacher effects: Evidence from New York City? (Working Paper 12155). Cambridge, MA: National Bureau of Economic Research.
   Google Scholar
• Kane, T. J., & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Bill & Melinda Gates Foundation. [ERIC #ED540960]. Retrieved from http://eric.ed.gov/?id=ED540960
   Google Scholar
• Konstantopoulos, S. (2007). How long do teacher effects persist? (IZA Discussion Paper No. 2893). Retrieved from http://ssrn.com/abstract=1000142
   Google Scholar
• Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24, 37–62. doi:10.3102/01623737024001037
   Web of Science ®Google Scholar
• La Paro, K. M., Rimm-Kaufman, S. E., & Pianta, R. C. (2006). Kindergarten to 1st grade: Classroom characteristics and the stability and change of children’s classroom experiences. Journal of Research in Childhood Education, 21, 189–202. doi:10.1080/02568540609594588
   Google Scholar
• Lin, H.-L., Lawrence, F. R., & Gorrell, J. (2003). Kindergarten teachers’ views of children’s readiness for school. Early Childhood Research Quarterly, 18, 225–237. doi:10.1016/S0885-2006(03)00028-0
   Web of Science ®Google Scholar
• Little, R. A., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods Research, 18, 292–326. doi:10.1177/0049124189018002004
   Web of Science ®Google Scholar
• Loeb, S., Rouse, C., & Shorris, A. (2007). Introducing the issue. The Future of Children, 17, 3–14. doi:10.1353/foc.2007.0008
   Web of Science ®Google Scholar
• Markwardt, F. C. (1989). Peabody Individual Achievement Test-Revised. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O., Bryant, D., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. doi:10.1111/j.1467-8624.2008.01154.x
   PubMed Web of Science ®Google Scholar
• Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development and Psychopathology, 23, 493–506. doi:10.1017/S0954579411000198
   PubMed Web of Science ®Google Scholar
• Maxwell, K. L., McWilliam, R. A., Hemmeter, M. L., Ault, M. J., & Schuster, J. W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16, 431–452. doi:10.1016/S0885-2006(01)00118-1
   Web of Science ®Google Scholar
• McCaffrey, D. F., Lockwood, J. R., Mariano, L. T., & Setodji, C. (2005). Challenges for value-added assessment of teacher effects. In R. Lissitz (Ed.), Value-added models in education: Theory and applications (pp. 272–297). Maple Grove, MN: JAM Press.
   Google Scholar
• Morrison, F. J., & Connor, C. M. (2002). Understanding schooling effects on early literacy: A working research strategy. Journal of School Psychology, 40, 493–500. doi:10.1016/S0022-4405(02)00127-9
   Web of Science ®Google Scholar
• Murnane, R. J., & Steele, J. L. (2007). What is the problem? The challenge of providing effective teachers for all children. The Future of Children, 17, 15–43. doi:10.1353/foc.2007.0010
   PubMed Web of Science ®Google Scholar
• National Center for Education Statistics. (2001). User’s manual for the ECLS-K base year public-use data files and electronic codebook (NCES 2001-029 revised). Washington, DC: U.S. Government Printing Office.
   Google Scholar
• National Center for Education Statistics. (2006). Combined user’s manual for the ECLS-K fifth-grade data files and electronic codebook (NCES 2006-032). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• National Early Literacy Panel. (2008). Developing early literacy—Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention. Jessup, MD: National Institute for Literacy. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
   Google Scholar
• National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/introduction/
   Google Scholar
• National Institute of Child Health & Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 004769). Washington, DC: U.S. Government Printing Office.
   Google Scholar
• National Institute of Child Health and Human Development Early Child Care Research Network. (2002). The relation of global first grade classroom environemnt to structural classroom features and teacher student behaviors. Elementary School Journal, 102, 367–387. doi:10.1086/499709
   Web of Science ®Google Scholar
• National Research Council. (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.
   Google Scholar
• New York City Department of Education. (2014). Principal’s guide to the quality review, 2014-15. New York, NY: Author. Retrieved from http://schools.nyc.gov/NR/rdonlyres/FA95168E-3A4A-4DA4-AC06-FE7B52B08DD8/0/PrincipalsGuide1415.pdf
   Google Scholar
• Palardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30, 111–140. doi:10.3102/0162373708317680
   Web of Science ®Google Scholar
• Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children’s school adjustment. Educational Psychologist, 33, 177–194. doi:10.1207/s15326985ep3304_3
   Web of Science ®Google Scholar
• Phillips, K. (2010). What does “highly qualified” mean for student achievement? Evaluating the relationships between teacher quality indicators and at-risk students’ mathematics and reading achievement gains in first grade. Elementary School Journal, 110, 464–493. doi:10.1086/651192
   Web of Science ®Google Scholar
• Pianta, R. C. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 149–162). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9, 144–159. doi:10.1207/s1532480xads0903_2
   Google Scholar
• Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225–238. doi:10.1086/499701
   Web of Science ®Google Scholar
• Pianta, R. C., Nimetz, S. L., & Bennet, E. (1997). Mother-child relationships, teacher-child relationships and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263–280. doi:10.1016/S0885-2006(97)90003-X
   Web of Science ®Google Scholar
• RAND Corporation. (2010). What teacher characteristics affect student achievement? Findings from Los Angeles Public Schools. Santa Monica, CA: Author. Retrieved from http://www.rand.org/content/dam/rand/pubs/research_briefs/2010/RAND_RB9526.pdf
   Google Scholar
• Raudenbush, S. (2009). The Brown legacy and the O’Connor challenge: Transforming schools in the image of children’s potential. Educational Reseacher, 38, 169–180. doi:10.3102/0013189X09334840
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (1999). Patterns of family-school contact in preschool and kindergarten. School Psychology Review, 28, 426–438.
   Web of Science ®Google Scholar
• Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical perspective to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511. doi:10.1016/S0193-3973(00)00051-4
   Web of Science ®Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417–458. doi:10.1111/ecta.2005.73.issue-2
   Web of Science ®Google Scholar
• Rowan, B., Raudenbush, S., & Kang, S. J. (1991). Organizational design in high schools: A multilvel analysis. American Journal of Education, 99, 238–266. doi:10.1086/443980
   Web of Science ®Google Scholar
• Royston, P. (2005). Multiple imputation of missing values: Update. The Stata Journal, 5, 1–14.
   Web of Science ®Google Scholar
• Ryder, R. J., Burton, J. L., & Silberg, A. (2006). Longitudinal study of direct instructional effects from first though third grade. Journal of Educational Research, 99, 179–191. doi:10.3200/JOER.99.3.179-192
   Web of Science ®Google Scholar
• Sénéchal, M., LeFevre, J.-A., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology, 39, 439–460. doi:10.1016/S0022-4405(01)00081-4
   Web of Science ®Google Scholar
• Shore, R. (2009). PreK-3rd: Teacher quality matters. New York, NY: Foundation for Child Development.
   Google Scholar
• Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamic of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). New York, NY: Springer.
   Google Scholar
• Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19, 375–397. doi:10.1016/j.ecresq.2004.07.007
   Web of Science ®Google Scholar
• Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20, 165–184. doi:10.1007/s11092-008-9053-z
   Google Scholar
• Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7–26. doi:10.1016/S0022-4405(01)00092-9
   Web of Science ®Google Scholar
• Wharton-McDonald, R., Pressley, M., & Mistretta Hampston, J. (1998). Literacy instruction in nine first-grade classrooms: Teacher characteristics and student achievement. The Elementary School Journal, 99, 101–128. doi:10.1086/461918
   Web of Science ®Google Scholar
• Woodcock, R. W., & Johnson, M. B. (1990). Woodcock-Johnson Psycho-Educational Battery-Revised: Tests of achievement. Beltsville, MD: DLM Teaching Resources.
   Google Scholar