Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Authors
Lorena Ortega, Lars-Erik Malmberg & Pam Sammons
Year
2018
Journal
Educational Evaluation and Policy Analysis, 40(3), 473-501
DOI
10.3102/0162373718781960
Abstract

We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students’ achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models.

Number of levels
3
Software used
Model data structure
Response types
Multivariate response model?
No
Longitudinal data?
Yes
Further model keywords
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Impact

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Paper submitted by
Lorena Ortega, Instituto de Estudios Avanzados en Educación, Universidad de Chile, lorena.ortega@uchile.cl
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