Opportunity-to-learn performance levels and student achievement gains for students with and without disabilities

Alexander Kurz, Ray E. Reichenberg, Stephen N. Elliott, Nedim Yel

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Article number103092
JournalTeaching and Teacher Education
Volume94
DOIs
StatePublished - Aug 2020

Keywords

  • Achievement gains
  • Opportunity to learn
  • Standard setting

ASJC Scopus subject areas

  • Education

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