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Quality Instruction Matters: The Connection between Student Engagement Antecedents and Assessment Outcomes

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Bibliographic Details
Title: Quality Instruction Matters: The Connection between Student Engagement Antecedents and Assessment Outcomes
Language: English
Authors: Christopher White, Gregg Dionne, Joe Marr, William Sullivan
Source: Journal of School Choice. 2025 19(2):273-284.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Achievement Tests, Instructional Effectiveness, Learner Engagement, Scores, Standardized Tests, Charter Schools, Socioeconomic Status, Academic Achievement, Reading Achievement, Mathematics Achievement, Educational Quality, Educational Practices
Geographic Terms: Michigan
Assessment and Survey Identifiers: Measures of Academic Progress
DOI: 10.1080/15582159.2025.2492942
ISSN: 1558-2159
1558-2167
Abstract: This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506395
Database: ERIC
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Description
Abstract:This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness.
ISSN:1558-2159
1558-2167
DOI:10.1080/15582159.2025.2492942