Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school

As an exploration of some of the major provisions of NCLB, this dissertation applies the resource substitution perspective (Mirowsky & Ross, 2003) to the early years of elementary school and examines various forms of teacher human capital (e.g., educational background, certification, experience)...

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Main Author: Hamilton, Madlene Patience
Format: Others
Language:English
Published: 2009
Subjects:
Online Access:http://hdl.handle.net/2152/6672
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spelling ndltd-UTEXAS-oai-repositories.lib.utexas.edu-2152-66722015-09-20T16:53:26ZTeacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary schoolHamilton, Madlene PatienceElementary educationAt-risk studentsRaceEthnicityEconomic statusEarly childhood educationAcademic performanceElementary school teachersTeacher characteristicsTeacher qualificationsEarly Childhood Longitudinal Study-Kindergarten CohortAs an exploration of some of the major provisions of NCLB, this dissertation applies the resource substitution perspective (Mirowsky & Ross, 2003) to the early years of elementary school and examines various forms of teacher human capital (e.g., educational background, certification, experience) to capture the pool of potential compensatory resources for segments of the child population deemed at-risk for academic problems because of their race/ethnicity and/or economic status. The research literature concerning teacher effects on academic performance and disparities in the elementary grades (vs. later levels of schooling) is limited, and the prevailing research on teacher effects in general either focuses on factors that are less relevant to early childhood education or provide mixed results. Applying multilevel modeling and other statistical techniques to data from the Early Childhood Longitudinal Study-Kindergarten Cohort, I found that poor and non-poor Black children are consistently the most at-risk groups in math between kindergarten and third grade and in reading by the end of third grade. Poor Black and poor Hispanic children appear to benefit more from teachers who have regular and/or elementary certification than their non-poor White peers. In general, Hispanic children tend to be more responsive to resources in the early grades than other at risk groups.text2009-11-02T21:42:13Z2009-11-02T21:42:13Z2009-082009-11-02T21:42:13Zelectronichttp://hdl.handle.net/2152/6672engCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.
collection NDLTD
language English
format Others
sources NDLTD
topic Elementary education
At-risk students
Race
Ethnicity
Economic status
Early childhood education
Academic performance
Elementary school teachers
Teacher characteristics
Teacher qualifications
Early Childhood Longitudinal Study-Kindergarten Cohort
spellingShingle Elementary education
At-risk students
Race
Ethnicity
Economic status
Early childhood education
Academic performance
Elementary school teachers
Teacher characteristics
Teacher qualifications
Early Childhood Longitudinal Study-Kindergarten Cohort
Hamilton, Madlene Patience
Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
description As an exploration of some of the major provisions of NCLB, this dissertation applies the resource substitution perspective (Mirowsky & Ross, 2003) to the early years of elementary school and examines various forms of teacher human capital (e.g., educational background, certification, experience) to capture the pool of potential compensatory resources for segments of the child population deemed at-risk for academic problems because of their race/ethnicity and/or economic status. The research literature concerning teacher effects on academic performance and disparities in the elementary grades (vs. later levels of schooling) is limited, and the prevailing research on teacher effects in general either focuses on factors that are less relevant to early childhood education or provide mixed results. Applying multilevel modeling and other statistical techniques to data from the Early Childhood Longitudinal Study-Kindergarten Cohort, I found that poor and non-poor Black children are consistently the most at-risk groups in math between kindergarten and third grade and in reading by the end of third grade. Poor Black and poor Hispanic children appear to benefit more from teachers who have regular and/or elementary certification than their non-poor White peers. In general, Hispanic children tend to be more responsive to resources in the early grades than other at risk groups. === text
author Hamilton, Madlene Patience
author_facet Hamilton, Madlene Patience
author_sort Hamilton, Madlene Patience
title Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
title_short Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
title_full Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
title_fullStr Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
title_full_unstemmed Teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
title_sort teacher characteristics and race/ethnic and economic disparities in academic achievement at the start of elementary school
publishDate 2009
url http://hdl.handle.net/2152/6672
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