Abstract
This study examined within-year mathematics gains in the context of students’ education status and teachers’ opportunity-to-learn (OTL) performance for 60 general education teachers and 219 students with and without disabilities. Multilevel analyses did not support teachers’ OTL performance as a statistically significant predictor of model slope or intercept. Effect sizes for the Level-2 intercept variance suggested that OTL performance has some utility in explaining variations in mean initial achievement level between teachers. Contingency tables for a subsample of teachers indicated that higher OTL performance resulted in greater achievement gain irrespective of education status with greater gain for students with disabilities.
Original language | English (US) |
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Article number | 103092 |
Journal | Teaching and Teacher Education |
Volume | 94 |
DOIs | |
State | Published - Aug 2020 |
Keywords
- Achievement gains
- Opportunity to learn
- Standard setting
ASJC Scopus subject areas
- Education