The Teacher-Child Rating Scale: A Brief Objective Measure of Elementary Children's School Problem Behaviors and Competencies

Hightower, A. Dirk; Work, William; Cowen, Emory L.; Lotyczewski, Bohdan S.; Spinell, Arline P.; Guare, John; Rohrbeck, Cynthia A.

doi:10.1080/02796015.1986.12085242

Cited by 453 publications

(165 citation statements)

References 27 publications

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“…The social competence subscale measures students’ reactions to limits/frustration tolerance, assertive social skills, and task orientation; teachers respond to each item by rating how well it describes the student (1 = not at all, 5 = very well). Excellent psychometric properties have been indicated for this measures when used with preschoolers (internal consistency and test–retest reliabilities range from .85 to .95; Hightower et al, 1986); concurrent validity has been established between the TCRS and other behavioral checklists (e.g., Trickett, McBride-Chang, & Putnam, 1994), and we found high internal consistency for the problem behaviors and social competence subscales (α = .90 and .94, respectively).…”

Section: Methodssupporting

confidence: 54%

“…Students' social-emotional competence. The Teacher-Child Rating Scale (TCRS; Hightower et al, 1986) is a 38-item teacher-report measure with subscales for problem behaviors, and social competence. The problem behaviors subscale measures students' acting-out, levels of shyness/anxiousness, and learning problems; it requires the teacher to rate the degree to which each item is a problem for the student (1 = not a problem, 5 = very serious problem).…”

Section: Direct Assessments Of Students' Mathematical Skillsmentioning

confidence: 99%

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Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

Furnari

Whittaker

Kinzie

et al. 2016

Journal of Psychoeducational Assessment

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The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills.

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Section: Methodssupporting

confidence: 54%

Section: Direct Assessments Of Students' Mathematical Skillsmentioning

confidence: 99%

Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

Furnari

Whittaker

Kinzie

et al. 2016

Journal of Psychoeducational Assessment

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“…Teachers rated each child on four general domains of social‐behavioral skills using the Teacher–Child Rating Scale (Hightower, 1986). Teachers were directed to indicate how well a given characteristic described the child (1 = not at all , 3 = moderately well , 5 = very well ).…”

Section: Methodsmentioning

confidence: 99%

The classroom relational environment and children’s early development in preschool

et al. 2020

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“…This score was used in place of the English score when applicable. (c) The Teacher-Child Rating Scale (TCRS; Hightower et al, 1986) social competence subscale was completed by teachers. This subscale consists of 20 items rated on a 5-point scale.…”

Section: The Current Study: Data and Methodsmentioning

confidence: 99%

Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States

Valentino

2017

American Educational Research Journal

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Publicly funded pre-K is often touted as a means to narrow achievement gaps, but this goal is less likely to be achieved if poor and/or minority children do not, at a minimum, attend equal quality pre-K as their non-poor, non-minority peers. In this paper, I find large “quality gaps” in public pre-K between poor, minority students and non-poor, non-minority students, ranging from 0.3 to 0.7 SD on a range of classroom observational measures. I also find that even after adjusting for several classroom characteristics, significant and sizable quality gaps remain. Finally, I find much between-state variation in gap magnitudes and that state-level quality gaps are related to state-level residential segregation. These findings are particularly troubling if a goal of public pre-K is to minimize inequality.

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The Teacher-Child Rating Scale: A Brief Objective Measure of Elementary Children's School Problem Behaviors and Competencies

Cited by 453 publications

References 27 publications

Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills

The classroom relational environment and children’s early development in preschool

Will Public Pre-K Really Close Achievement Gaps? Gaps in Prekindergarten Quality Between Students and Across States

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