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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
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
FullText Text:
  Availability: 0
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Data: 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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  Data: 2023
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  Data: ED625572
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED625572
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 68
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Teacher Influence
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Massachusetts
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      – TitleFull: Teachers and School Climate: Effects on Student Outcomes and Academic Disparities. Working Paper No. 274-1022
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