How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance

Creator

Harold Wenglinsky

Files

Publisher

Arizona State University, University of South Florida

Publication Date

February 2002

Abstract

… The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

Extent

30

Volume

10

Issue

12

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Wenglinsky, H. (2002, February 13). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved [date] from http://epaa.asu.edu/epaa/v10n12/.

Identifier

E11-00260

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Wenglinsky, Harold, "How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance" (2002). Education Policy Analysis Archives (EPAA). 401.
https://digitalcommons.usf.edu/usf_EPAA/401