A teacher who knows me: The academic benefits of repeat student-teacher matches

Hill, Andrew; Jones, Daniel B.

doi:10.1016/j.econedurev.2018.03.004

Cited by 46 publications

(41 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Within this investigation, the teacher‐level variable of length of acquaintance was statistically significant and positively related to students’ academic performance. These results are consistent with those of other studies (Hill & Jones, ; Woods‐Groves & Choi, ).…”

Section: Discussionsupporting

confidence: 94%

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Woods-Groves

Choi

Bruhn

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

This study examined the relationship of teachers’ ratings of students’ 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods‐Groves, 2011) with student performance. Midwestern K‐11 teachers (n = 96) rated students (n = 1,689) via the HBRS: Brief and the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Students’ academic (i.e., standardized tests) and behavioral (i.e., office discipline referrals [ODRs] and absences) performance was compared with HBRS: Brief ratings. Hierarchical linear modeling revealed that teachers’ ratings of students’ 21st century skills were related to the following: (a) Persistence with SDQ conduct problems, academic performance, and absences; (b) curiosity with SDQ emotional symptoms; (c) externalizing affect with SDQ conduct problems, academic performance, and ODRs; (d) internalizing affect with SDQ emotional symptoms and academic performance, and (e) cognition with academics.

show abstract

Section: Discussionsupporting

confidence: 94%

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Woods-Groves

Choi

Bruhn

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The key findings presented here, along with the lessons drawn from them, are of interest for international readers – specifically given the recent evidence in Hill and Jones () that ‘looping’, or assigning entire classes to the same teacher for sequential grades, improves students’ academic performance. Because looping receives more attention in the literature concerning the economics of education, our results should be give due consideration.…”

Section: Discussion Implications and Concluding Remarksmentioning

confidence: 77%

Evaluating the Stability of School Performance Estimates over Time

Minaya

Agasisti

2019

Fiscal Studies

View full text Add to dashboard Cite

When using school performance indicators for the purposes of accountability and school choice, it is very important that measures are stable over time. This issue is very relevant when the system is based on the allocation of students to the same teachers for the whole educational cycle (e.g. at primary school level). Using administrative data provided by the National Evaluation Committee for Education (INVALSI), we explore the stability of performance estimates for Italian primary schools. We first construct school performance metrics using INVALSI standardised tests, by taking advantage of a rich array of individual‐level variables (including prior achievement) that allow us to estimate a school effect in a ‘value added’ perspective. We assess differences in performance across schools and the persistence of these differences across cohorts. We find that controlling for compositional differences is important; therefore, estimates of school performances are unstable across metrics, and correlations across cohorts decline over time.

show abstract

“…Rapport has also been proposed as a key feature to fostering a positive classroom experience for students (Schrodt & Witt, 2006). A recent study in US elementary schools showed that “looping” (whereby students have greater familiarity with their teacher because they have been assigned to that same teacher for multiple years) has a positive effect on student performance in the classroom, and even extends to students in the classroom who had not previously had that teacher (Hill & Jones, 2018). That is, the rapport built between students and the teacher over the long term creates a better classroom environment so that new students entering the teacher's classroom for the first time also benefit from the previously established relationships.…”

Section: Why Is Rapport Important?mentioning

confidence: 99%

Building and Maintaining Rapport to Engage Students

Kennette

2019

Natl Teach & Learn Forum

View full text Add to dashboard Cite

A teacher who knows me: The academic benefits of repeat student-teacher matches

Cited by 46 publications

References 21 publications

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Evaluating the Stability of School Performance Estimates over Time

Building and Maintaining Rapport to Engage Students

Contact Info

Product

Resources

About