Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Abstract

This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (three time-points, four cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students' growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model

“…More research on teacher effects and instructional processes at the classroom level could help to disentangle the large school effects observed in this context, as numerous international studies have found greater between-classroom than between-school variance in student achievement (Hill & Rowe, 1996;Luyten, 2003) and a large proportion of these classroom-level variance to be explained by what teachers do in the classroom (Muijs & Reynolds, 2011;Muijs et al, 2014). Furthermore, an extension of the present study was also able to confirm that teacher effects on students' language and mathematics achievement growth in Chile are large (54-66%) and exceed the remaining school effects (21% and 30%) (Ortega, Malmberg, & Sammons, 2017).…”

The inclusion of girls in Chilean mathematics classrooms: gender bias in teacher-student interaction networks (La inclusión de las niñas en las aulas de matemáticas chilenas: sesgo de género en las redes de interacciones profesor-estudiante)

“…The research on educational effectiveness has shown that a significant proportion of the variation in students’ outcomes is located at the classroom level and can be explained by process variables (Muijs et al, 2014; Ortega, Malmberg, & Sammons, 2018b). These process variables correspond to quality of teaching and classroom interaction indicators that are generally obtained through teacher self-reporting, teacher evaluations completed by their students or systematic classroom observation.…”

“…La investigación sobre efectividad educativa ha demostrado que una proporción significativa de la variación en los resultados de los estudiantes se ubica a nivel de aula y puede explicarse por variables de proceso (Muijs et al, 2014; Ortega, Malmberg, & Sammons, 2018b). Estas variables de proceso corresponden a indicadores de calidad de la enseñanza y de las interacciones en el aula, que generalmente se obtienen a través del auto-reporte de los docentes, de la evaluación de docentes por parte de los alumnos o de observaciones sistemáticas del aula.…”