Abstract
In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested
the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact
of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between
teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students
(n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging
16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and
student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First,
teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports
of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing
teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly,
schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’
senior year. These findings are discussed in light of their educational policy implications.
the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact
of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between
teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students
(n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging
16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and
student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First,
teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports
of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing
teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly,
schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’
senior year. These findings are discussed in light of their educational policy implications.
- Content Type Journal Article
- Pages 1-12
- DOI 10.1007/s10964-011-9652-8
- Authors
- John P. Barile, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA 30302-5010, USA
- Dana K. Donohue, Centre for Augmentative and Alternative Communication, Communication Pathology, University of Pretoria, Hatfield, 0002 South Africa
- Elizabeth R. Anthony, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA 30302-5010, USA
- Andrew M. Baker, Marketing Department, College of Business, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-8239, USA
- Scott R. Weaver, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA 30302-5010, USA
- Christopher C. Henrich, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA 30302-5010, USA
- Journal Journal of Youth and Adolescence
- Online ISSN 1573-6601
- Print ISSN 0047-2891