Stability of Teacher Effects in Junior High Classrooms

Abstract

Estimates of teacher effects on pupil achievement and attitudes in the seventh and eighth grades were obtained for 39 English teachers and 29 mathematics teachers. For each teacher, two classes were tested at the end of the school year; entering achievement was statistically controlled using pupil test data collected at the end of the preceding year. Results indicated strong teacher effects on pupil attitudes in both mathematics and English. Teacher effects on pupil achievement varied depending upon subject matter and class mean initial achievement level.