Teachers and School Climate: Effects on Student Outcomes and Academic Disparities. Working Paper No. 274-1022
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| Title: | Teachers and School Climate: Effects on Student Outcomes and Academic Disparities. Working Paper No. 274-1022 |
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| Language: | English |
| Authors: | Backes, Ben, Cowan, James, Goldhaber, Dan, Theobald, Roddy, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2022. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 68 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305S210012 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Elementary School Students, Secondary School Students, Educational Environment, Teacher Behavior, Student Evaluation of Teacher Performance, Classroom Environment, Teacher Influence, Outcomes of Education, Student Experience, Academic Achievement, Achievement Gap, Achievement Gains, Student Attitudes |
| Geographic Terms: | Massachusetts |
| Abstract: | Student-teacher relationships are at the core of student experiences in schools and, arguably, fundamental to influencing student outcomes. Using a statewide, student-level school climate survey from Massachusetts, we investigate teachers' contributions to school climate, which we refer to as climate value added (VA), and how it varies by student race/ethnicity. We first show that climate VA contributes to student learning: Teachers whose students report positive feelings about climate also contribute more to student test scores and to an aggregate of nontest student outcomes (student absences, suspensions, and grade progression). And teachers identified by students of color as contributing to better school climate have outsize effects on learning gains for these students. Differences in teachers' climate effects across racial/ethnic groups are largest on topics aligned with cultural competency, school participation, and comfort with faculty. Lastly, we find that Black students assigned to Black teachers report better school climate than Black students assigned to other teachers. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED625572 |
| Database: | ERIC |
| Abstract: | Student-teacher relationships are at the core of student experiences in schools and, arguably, fundamental to influencing student outcomes. Using a statewide, student-level school climate survey from Massachusetts, we investigate teachers' contributions to school climate, which we refer to as climate value added (VA), and how it varies by student race/ethnicity. We first show that climate VA contributes to student learning: Teachers whose students report positive feelings about climate also contribute more to student test scores and to an aggregate of nontest student outcomes (student absences, suspensions, and grade progression). And teachers identified by students of color as contributing to better school climate have outsize effects on learning gains for these students. Differences in teachers' climate effects across racial/ethnic groups are largest on topics aligned with cultural competency, school participation, and comfort with faculty. Lastly, we find that Black students assigned to Black teachers report better school climate than Black students assigned to other teachers. |
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