How does teacher quality matter? The effect of teacher-parent partnership on early childhood performance in public and private schools

Education Economics

Volumn 14, Issue 3, 2006, Pages 345-367

  Xu, Zeyu ^a   Gulosino, Charisse ^b  

^a AMERICAN INSTITUTES FOR RESEARCH   (United States)

^b Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

Early childhood achievement; Teacher qualification; Teacher parent partnership

Indexed keywords

CHILD DEVELOPMENT; EDUCATIONAL DEVELOPMENT; PARTNERSHIP APPROACH; STUDENT; TEACHER TRAINING; TEACHING;

EID: 33746522365     PISSN: 09645292     EISSN: 14695782     Source Type: Journal    
DOI: 10.1080/09645290600777550     Document Type: Article

References (55)

1. Becker, H. and Epstein, J. (1982) Parent involvement: A survey of teacher practices Elementary School Journal, 83, pp. 85-102.
2. Belfield, C. and Levin, H. M. (2002) The economics of education on judgment day Journal of Educational Finance, 28((2)), pp. 183-206.
3. Benveniste, L. and et al. (2002) All Else Equal: Are Public & Private Schools Different?. New York: Routledge Falmer.
4. Currie, J. and Thomas, D. (2001) Early test scores, school quality and SES: Long run effects on wage and employment outcomes Worker Wellbeing in a Changing Labor Market, 20, pp. 103-132.
5. Darling-Hammond, L. (2000) Reforming teacher preparation and licensing: debating the evidence Teachers College Record, 102((1)), pp. 28-56.
6. Darling-Hammond, L. and Youngs, P. (2002) Defining 'highly qualified teachers': What does 'scientifically-based research' actually tell us? Educational Researcher, 31((9)), pp. 13-25.
7. Eberts, R. W. and Stone, J. A.(1984) Unions and Public Schools: The Effect of Collective Bargaining on American Education. Lexington MA: Heath.
8. Eccles, J. and Harold, R. (1993) Parent-school involvement during the early adolescent years Teachers College Record, 94((3)), pp. 569-587.
9. Epstein, J. (1983) Effect on Parents of Teacher Practices of Parent Involvement. Report No. 346. Baltimore MD: Johns Hopkins University, Centre for the Social Organization of Schools.
10. Epstein, J. (1986) Parent's reactions to teacher practices of parent involvement The Elementary School Journal, 86, pp. 277-294.
11. Epstein, J. (1992) School and family partnerships. In Encyclopedia of Educational Research, 6th edn. (pp. 1139-51). New York: Macmillan.
12. Epstein, J. (2001) School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Boulder CO: Westview Press.
13. Epstein, J. L. and et al. (1997). Scaling up school-family-community connections in Baltimore: Effects on student achievement and attendance. Paper presented at the Annual meeting of the American Educational Research Association Chicago IL. In [pp.].
14. Fantuzzo, J. and et al. (2004) Multiple dimensions of family involvement and their relations to behavioural and learning competencies for urban, low-income children School Psychology Review, 33((4)), pp. 467-480.
15. Fetler, M. (1999) High school staff characteristics and mathematics test results Education Policy Analysis Archives, 7((9)). Available at (accessed 30 July, 2003)
16. Glewwe, P. (1997) Estimating the impact of peer group effects on socioeconomic outcomes: Does the distribution of peer group effects matter? Economics of Education Review, 16((1)), pp. 39-43.
17. Goldhaber, D. and Brewer, D. (1997) Why don't schools and teachers seem to matter?: Assessing the impact of unobservables on educational productivity Journal of Human Resources, 32((3)), pp. 505-523.
18. Goldhaber, D. and Brewer, D. (2000) Does teacher certification matter? High school teacher certification status and student achievement Educational Evaluation and Policy Analysis, 22((2)), pp. 129-145.
19. Goldhaber, D. and Brewer, D. (2001) Evaluating the evidence on teacher certification: A rejoinder Educational Evaluation and Policy Analysis, 23((1)), pp. 79-86.
20. Gutman, L. and Midgley, C. (2000) The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition Journal of Youth and Adolescence, 29((2)), pp. 223-248.
21. Hanushek, E. (1971) Teacher characteristics and gains in student achievement: Estimation using micro-data American Economic Review, 61, pp. 280-288.
22. Hanushek, E. (1986) The economics of schooling: Production and efficiency in public schools Journal of Economic Literature, 24((3)), pp. 1141-1177.
23. Hanushek, E. (1992) The trade-off between child quantity and quality Journal of Political Economy, 100((1)), pp. 85-117.
24. Hanushek, E. (1997) Assessing the effects of school resources on student performance: An update Educational Evaluation and Policy Analysis, 19((2)), pp. 141-164.
25. Heckman, J. (1979) Sample selection bias as a specification error Econometrica, 47((1)), pp. 153-162.
26. Henderson, A. and Mapp, K. (2002) A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin TX: National Centre for Family and Community Schools, Southwest Educational Development Laboratory.
27. Hoover-Dempsey, K. and Sandler, H. (1995) Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97, pp. 310-331.
28. Izzo, C. and et al. (1999) A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance American Journal of Community Psychology, 27((6)), pp. 817-839.
29. Kraft-Sayre, M. and Pianta, R. (2000) Enhancing the Transition to Kindergarten: Linking Children, Families, and Schools. University of Virginia: National Centre for Early Development and Learning.
30. Lareau, A. (1987) School class differences in family-school relationships: The importance of cultural capital Sociology of Education, 60, pp. 73-85.
31. Lawrence-Lightfoot, S. (2003) The Essential Conversation: What Parents and Teachers Can Learn From Each Other. New York: Random House.
32. Lee, L. (1982) Some approaches to the correction of selectivity bias Review of Economic Studies, 49, pp. 355-372.
33. Levin, H. (1970) A cost-effectiveness analysis of teacher selection The Journal of Human Resources, 5((1)), pp. 24-33.
34. Levin, H. and McEwan, P. (2001) Cost-effectiveness Analysis: Methods and Applications. Thousand Oaks CA: Sage Publications.
35. Mapp, K. (2002). Having their say: Parents describe how and why they are involved in their children's education. Paper presented at the Annual Meeting of the American Educational Research Association New Orleans LA. In [pp.].
36. Monk, D. and King, J. (1994) Multilevel teacher resource effects on pupil performance in secondary mathematics and science: The case of teacher subject-matter preparation. In Contemporary Policy Issues: Choices and Consequences in Education. Ithaca NY: ILR.
37. Murnane, R. (1975) The Impact of School Resources on the Learning of Inner-city Children. Cambridge MA: Ballinger.
38. Murnane, R. and Cohen, D. K. (1986) Merit pay and the evaluation problem: Why most merit pay plans fail and a few survive Harvard Educational Review, 56((1)), pp. 1-17.
39. Murnane, R. and Phillips, B. (1981) What do effective teachers of inner-city children have in common? Social Science Research, 10, pp. 83-100.
40. National Centre for Education Statistics. (2001) Early Childhood Longitudinal Study. Kindergarten class of 1998-99. ECLS-K base year public-use files and electronic codebook. Avilable at
41. Patrikakou, E. and Weissberg, R. (2000) Parents' perceptions of teacher outreach and parent involvement in children's education Journal of Prevention and Intervention in the Community, 20((1)), pp. 103-119.
42. Pianta, R. and Cox, M. (1999) The Transition to Kindergarten. Baltimore MD: Paul H. Brookes.
43. Pianta, R. and Kraft-Sayre, M. (2003) Successful Kindergarten Transition: Your Guide to Connecting Children, Families, and Schools. Baltimore MD: Paul H. Brookes.
44. Pianta, R. and Walsh, D. (1996) High-risk Children in Schools: Creating Sustaining Relationships. New York Routledge: Kegan-Paul.
45. Pianta, R. and et al. (1999) Kindergarten teachers' practices related to the transition to school: Results of a national survey The Elementary School Journal, 100((1)), pp. 71-86.
46. Rimm-Kaufman, S. and Pianta, R. (2000) An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research Journal of Applied Development Psychology, 21((5)), pp. 491-511.
47. Rimm-Kaufman, S. and et al. (2000) Teachers' judgments of problems in the transition to kindergarten Early Childhood Research Quarterly, 15((2)), pp. 147-166.
48. Rivkin, S. and et al. (2001) Teachers, schools and academic achievement. In NBER Working Paper 6691. Cambridge MA: National Bureau of Economic Research.
49. Sanders, W. (1998) Value-added assessment The School Administrator, 55, pp. 24-32.
50. Sanders, W. and Rivers, J. (1996) Cumulative and Residual Effects of Teachers on Future Academic Achievement. University of Tennessee, Value-Added Research and Assessment Centre.
51. Summers, A. and Wolfe, B. (1975) Equality of Educational Opportunity Quantified: A Production Function Approach. Philadelphia PA: Federal Reserve Bank of Philadelphia, Department of Research. Research paper 6
52. Summers, A. and Wolfe, B. (1977) Do schools make a difference? American Economic Review, 67, pp. 639-652.
53. Strauss, R. and Sawyer, E. (1986) Some new evidence on teacher and student competencies Economics of Education Review, 5((1)), pp. 41-48.
54. Wayne, A. and Youngs, P. (2003) Teacher characteristics and student achievement gains: A review Review of Educational Research, 73((1)), pp. 89-122.
55. Zimmer, R. and Toma, E. (2000) Peer effects in private and public schools across countries Journal of Policy Analysis and Management, 91((1)), pp. 75-92.