Abstract
This review focuses on a set of studies in which data are presented on the classroom behavior-academic achievement relation. Three criteria were used in selecting studies for review: (a) the study employed observational measures of classroom behavior; (b) direct links were established between behavioral measures and some index of academic achievement; and (c) the pupil was employed as the unit of analysis. Following a summary of statistically significant behavior-achievement relations, an assessment of the research is presented in terms of concepts from the testing model. Thus, questions are raised regarding the reliability of the behavioral categories, their validity, and the nature of the relation that exists between behaviors and achievement. The review concludes with a summary of recommendations for future research on the issue.
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