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Direct linkRogers, Laura K.; Doan, Sy – Elementary School Journal, 2019
This article examines the extent to which both teacher and student assignment patterns are associated with inequitable classroom compositions within schools. From a sample of about 30,000 elementary school classrooms in Tennessee, we first investigate the characteristics that predict a switch in a teacher's assignment to a new grade or school.…
Descriptors: Teacher Placement, Student Characteristics, Academic Achievement, Minority Group Students
Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris – Elementary School Journal, 2012
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…
Descriptors: Evidence, Outcome Measures, Behavior Disorders, Grade 2
Konstantopoulos, Spyros – Elementary School Journal, 2009
The study reported in this article investigated the differential effects of teachers on female, minority, and low-socioeconomic-status (SES) students' achievement. I used data from a 4-year, large-scale, randomized experiment (Project STAR) that was conducted between 1985 and 1989 in Tennessee, in which students and teachers were randomly assigned…
Descriptors: Teacher Effectiveness, Academic Achievement, Achievement Tests, Disadvantaged Youth
