Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners

Research and Development Report

Published In: National Center For Education Statistics, No NECES 2006-031 / (U.S. Department of Education Institute of Eduation Sciences, Mar. 2006); 82 p

Posted on RAND.org on January 01, 2006

by Cassandra M. Guarino, Laura S. Hamilton

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In this study, data from ECLS-K are used to estimate the degree to which specific aspects of teacher training--the teaching credential and coursework in pedagogy--and teaching experience are associated with student achievement. In addition, the study identifies the teacher-reported instructional practices associated with student achievement gains and examines the types of training that are related to the use of these practices. Specifically, the study addresses the following research questions: (1) To what extent are kindergarten teachers' qualifications and instructional practices associated with gains in reading and mathematics of their students over the course of the kindergarten year? and (2) How are the instructional practices of kindergarten teachers related to their qualifications? (Contains 22 tables. Appended are: (1) ECLS-K Direct Cognitive Assessment Measures; (2) Methodology Used in the Development of the Instructional Practice Scales; (3) Methodology Used in the Regression Analyses; (4) Sample Statistics for Variables Used in Analyses; and (5) Standard Errors From Regression Models.

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