Teacher-child relationships and academic achievement: A multilevel propensity score model approach

Journal of School Psychology

Volumn 51, Issue 5, 2013, Pages 611-624

  McCormick, Meghan P ^a   O'Connor, Erin E ^a   Cappella, Elise ^a   McClowry, Sandee G ^a  

^a NEW YORK UNIVERSITY   (United States)

Author keywords

Achievement; Causal inference; Methodology; Teacher child relationships

Indexed keywords

ACHIEVEMENT; ADULT; AGED; ARTICLE; CAUSAL INFERENCE; CHILD; CHILD PSYCHOLOGY; EDUCATIONAL STATUS; FEMALE; HUMAN; HUMAN RELATION; MALE; MATHEMATICS; METHODOLOGY; MIDDLE AGED; PARENT; PRESCHOOL CHILD; PROPENSITY SCORE; PSYCHOLOGICAL ASPECT; READING; SCHOOL; TEACHER-CHILD RELATIONSHIPS; UNIVERSITY; YOUNG ADULT;

ACHIEVEMENT; CAUSAL INFERENCE; METHODOLOGY; TEACHER-CHILD RELATIONSHIPS;

ADULT; AGED; CHILD; CHILD PSYCHOLOGY; CHILD, PRESCHOOL; EDUCATIONAL STATUS; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; MALE; MATHEMATICS; MIDDLE AGED; PARENTS; PROPENSITY SCORE; READING; SCHOOLS; YOUNG ADULT;

EID: 84884418547     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2013.05.001     Document Type: Article

References (86)

1. Alexander K.L., Entwisle D.R., Blyth D.A., McAdoo H.P. Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development 1988, 53:1-157.
2. Allington R.L., McGill-Franzen A., Camilli G., Williams L., Graff J., Zeig J., et al. Addressing summer reading setback among economically disadvantaged elementary students. Reading Psychology 2010, 31:411-427.
3. Baker J.A. Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology 2006, 44:211-229.
4. Belsky J., Fearon R.M.P. Infant-mother attachment security, contextual risk, and early development: A moderational analysis. Development and Psychopathology 2002, 14:293-310.
5. Birch S.H., Ladd G.W. The teacher-child relationship and children's early school adjustment. Journal of School Psychology 1997, 35:61-79.
6. Birch S.H., Ladd G.W. Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology 1998, 34:934-946.
7. Brackett M.A., Patti J., Stern R., Rivers S.E., Elbertson N., Chisholm C., et al. A sustainable, skill-based approach to building emotionally literate schools. Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies 2009, 329-358. Pfeiffer, New York, NY. M. Hughes, H.L. Thompson, J.B. Terrell (Eds.).
8. Bronfenbrenner U., Morris P.A. The ecology of developmental processes. Handbook of child psychology 1998, Vol. 1:993-1023. Wiley, New York, NY. 5th ed. W. Damon, R.M. Lerner (Eds.).
9. Brown L.J., Jones S.M., LaRusso M.D., Aber L.J. Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology 2010, 102:153-167.
10. Burchinal M.R., Peisner-Feinberg E., Pianta R., Howes C. Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology 2002, 40:415-436.
11. Caliendo M., Kopeinig S. Some practical guidance for the implementation of propensity score matching. Journal of Economic Surveys 2008, 22:31-72.
12. Cappella E., Hamre B.K., Kim H.Y., Henry D.B., Frazier S.L., Atkins M.S., et al. Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology 2012, 80:597-610.
13. Conners C.K., Sitarenios G., Parker J.D., Epstein J.N. Revision and restandardization of the Conners Teacher Rating Scale (CTRS-R): Factor structure, reliability, and criterion validity. Journal of Abnormal Child Psychology 1998, 26:279-291.
14. Connor C.M., Son S.H., Hindman A., Morrison F.J. Teacher qualifications, classroom practices, and family characteristics: Complex effects on first-graders' vocabulary and early reading outcomes. Journal of School Psychology 2005, 43:343-375.
15. Cooley P.C., Turner C.F., O'Reilly J.M., Allen D.R., Hamill D.N., Paddock R.E. Audio-CASI-hardware and software considerations in adding sound to a computer-assisted interviewing system. Social Science Computer Review 1996, 14:197-204.
16. Couper M.P., Singer E., Tourangeau R. Understanding the effects of Audio-CASI on self-reports of sensitive behavior. Public Opinion Quarterly 2003, 67:385-395.
17. Crosnoe R., Morrison F., Burchinal M., Pianta R., Keating D., Friedman S.L., et al. Instruction, teacher-student relations, and math achievement trajectories in elementary school. Journal of Educational Psychology 2010, 102:407-417.
18. Curby T.W., Rimm-Kaufman S.E., Ponitz C.C. Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology 2009, 101:912-925.
19. DiPerna J.C., Elliott S.N. Academic competence evaluation scales 2000, The Psychological Corporation, San Antonio, TX.
20. Duncan G.J. The importance of academic skills for preK-3rd. A Report to the Foundation for Child Development Retrieved April 25, 2012 from. http://fcd-us.org/sites/default/files/Brief%20on%20Academic%20Skills%20and%20School%20Readiness%20011311.pdf.
21. Duncan G.J., Magnuson K.A. Can society profit from investing in early education programs?. Investing in Early Childhood Development 2009, 177-188. Palgrave MacMillan, New York, NY. G.J. Duncan, K.A. Magnuson (Eds.).
22. Entwisle D.R., Alexander K.L., Olson L.S. First grade and educational attainment by age 22: A new story. The American Journal of Sociology 2005, 110:1458-1502.
23. Eyberg S.M., Pincus D. Eyberg Child Behavior Inventory and Sutter-Eyberg Student Behavior Inventory: Professional manual 1999, Psychological Assessment Resources, Odessa, FL.
24. Fantuzzo J., Tighe E., Perry M. Relationships between family involvement in Head Start and children's interactive peer play. NHSA Dialog 1999, 3:60-67.
25. Feingold A. Effect sizes for growth-modeling analysis for controlled clinical trials in the same metric as for classical analysis. Psychological Methods 2009, 14:43-53.
26. Foster M.A., Lambert R., Abbott-Shim M., McCarty F., Franze S. A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly 2005, 20:13-36.
27. Gelman A., Hill J. Data analysis using regression and multilevel/hierarchical models 2007, Cambridge University Press, New York, NY.
28. Ginsberg L. Effective strategies for teaching math to adults. Handbook of family literacy 2012, 195-208. Routledge, New York, NY. 2nd ed. B.H. Wasik (Ed.).
29. Greenberg M.T., Weissberg R.P., O'Brien M.U., Zins J.E., Fredericks L., Resnik H., et al. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist 2003, 58:466-474.
30. Grimm K.J. Longitudinal associations between reading and mathematics achievement. Development Neuropsychology 2008, 33:410-426.
31. Hamre B., Pianta R. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development 2001, 72:625-638.
32. Hanushek E.A., Rivkin S.G. The quality and distribution of teachers under the No Child Left Behind Act. Journal of Economic Perspectives 2010, 24:133-150.
33. Hanushek E.A., Rivkin S.G. Generalizations about using value-added measure of teacher quality. American Economic Review 2010, 100:267-271.
34. Hill J.L. Introduction to propensity score matching. Paper presented at Topics in Policy Analysis and Evaluation meeting 2011, October, New York University, New York, NY.
35. Hill J.L., Waldfogel J., Brooks-Gunn J., Han W. Maternal employment and child development: A fresh look using newer methods. Developmental Psychology 2005, 41:833-850.
36. Hong G., Raudenbush S.W. Evaluating kindergarten retention policy: A case study of causal inference for multilevel observational data. Paper presented to the Department of Statistics, University of Chicago, IL 2006, March.
37. Howes C., Hamilton C.E. Children's relationships with caregivers: Mothers and child-care teachers. Child Development 1992, 63:859-866.
38. Howes C., Phillipsen L.C., Peisner-Feinberg E. The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology 2000, 38:113-132.
39. Howes C., Ritchie S. Attachment organizations in children with difficult life circumstances. Development and Psychopathology 1999, 11:251-268.
40. Hughes J.N. Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. The Elementary School Journal 2011, 112:38-60.
41. Hughes J.N., Cavell T.A., Wilson V. Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology 2001, 39:289-301.
42. Hughes J.N., Luo W., Kwok O., Loyd L.K. Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology 2008, 100:1-14.
43. Imai K., van Dyk D.A. Causal inference with general treatment regimes: Generalizing the propensity score. Journal of the American Statistics Association 2004, 99:854-866.
44. Jacob B., Ludwig J. Improving educational outcomes for poor children. Changing poverty, changing policies 2009, 266-300. Sage, New York, NY. M. Cancian, S. Danziger (Eds.).
45. Jerome E.M., Hamre B.K., Pianta R.C. Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development 2009, 18:915-945.
46. Kelcey B. Propensity score variable selection and model type in multilevel setting sin which treatment assignment varies by school. Paper presented at the annual meeting of the American Educational Research Association Conference, San Diego, CA 2009, March.
47. Kelcey B. Matching across schools with multilevel propensity scores. Paper presented at the annual meeting of the American Educational Research Association Conference, New Orleans, LA 2011, March.
48. Kim J., Seltzer M. Causal inference in multilevel settings in which selection process vary across schools. Working Paper 2007, 708. Center for the Study of Evaluation (CSE), Los Angeles.
49. Ladd G.W., Birch S.H., Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 1999, 70:1373-1400.
50. Ladd G.W., Burgess K.B. Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development 1999, 70:910-929.
51. Leuven E., Sianesi B. PSMATCH2: Stata module to perform full Mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing. Software 2003, (http://ideas.repec.org/c/boc/bocode/s432001.html).
52. Little R.J.A., Rubin D.B. Statistical analysis with missing data 2002, Wiley, New York, NY. 2nd ed.
53. Ly J., Zhou Q., Chu K., Chen S.H. Teacher-child relationship quality and academic achievement of Chinese-American children in immigrant families. Journal of School Psychology 2012, 50:535-553.
54. Maldonado-Carreño C., Votruba-Drzal E. Teacher-child relationships and the development of academic and social skills during elementary school: A within and between child analysis. Child Development 2011, 82:601-616.
55. Manz P.H., Fantuzzo J.W., Power T.J. Multidimensional assessment of family involvement among urban elementary school students. Journal of School Psychology 2004, 42:461-475.
56. McClowry S.G., O'Connor E.E., Cappella E., McCormick M.P. A preliminary examination of the efficacy of INSIGHTS in enhancing the academic learning context. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington DC 2011, March.
57. McClowry S.G., Snow D.L., Tamis-LeMonda C.S. An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. The Journal of Primary Prevention 2005, 26:567-584.
58. Murray C., Zvoch K. Teacher-student relationships among behaviorally at-risk African American youth from low-income backgrounds: Student perceptions, teacher perceptions, and socioemotional adjustment correlates. Journal of Emotional and Behavioral Disorders 2011, 19:41-54.
59. NICHD Study of Early Child Care and Youth Development Retrieved December 12, 2011, from. http://secc.rti.org.
60. O'Connor E., McCartney K. Examining student-teacher relationship and achievement as part of an ecological model of development. American Educational Research Journal 2007, 44:340-369.
61. Phillips D.K. On transitional space, unresolved conflicts, and an uncertain teacher education. Teachers and Teaching: Theory and Practice 2010, 16:633-644.
62. Pianta R.C. The Student Teacher Relationship Scale 1992, University of Virginia, Charlottesville, VA.
63. Pianta R.C. Adult-child relationship processes and early schooling. Early Education & Development 1997, 8:11-26.
64. Pianta R.C. Enhancing relationships between children and teachers 1999, American Psychological Association, Washington, DC.
65. Pianta R.C., Hamre B.K., Allen J.P. Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Handbook of student engagement 2012, 365-386. Guildford, New York, NY. S.L. Christenson (Ed.).
66. Pianta R.C., Stuhlman M.W. Teacher-child relationships and children's success in the first years of school. School Psychology Review 2004, 33:444-458.
67. Querido J.G., Eyberg S.M. Psychometric properties of the Sutter-Eyberg Student Behavior Inventory-Revised with preschool children. Behavior Therapy 2003, 34:1-15.
68. Rabe-Hesketh S., Skrondal Multilevel and longitudinal modeling using Stata 1994, Stata Press, College Station, TX. 2nd ed.
69. Raudenbush S.W. Analyzing effect sizes: Random-effects models. The handbook of research synthesis 2009, 295-315. Sage, New York, NY. H. Cooper, L.V. Hedges, J.C. Valetine (Eds.).
70. Raudenbush S.W., Bryk A.S. Hierarchical linear models 2002, Sage, Thousand Oaks, CA. 2nd ed.
71. Raver C.C., Jones S.M., Li-Grining C.P., Zhai F., Metzger M.W., Solomon B. Targeting children's behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology 2009, 77:302-316.
72. Roid G.H., Miller L.J. Examiners manual: Leiter International Performance Scale-Revised 1997, Stoelting Co., Chicago, IL.
73. Roorda D.L., Koomen H.M.Y., Spilt J.L., Oort F.J. The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research 2011, 81:493-529.
74. Rosenbaum P., Rubin D.B. The central role of the propensity score in observational studies for causal effects. Biometrika 1983, 70:4155.
75. Rudasill K.M. Child temperament, teacher-child interactions, and teacher-child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly 2011, 26:147-156.
76. Rudasill K.M., Reio T., Stipanovic N., Taylor J.E. A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology 2010, 48:389-412.
77. Schneider B., Carnoy M., Kilpatrick J., Schmidt W.S., Shavelson R.J. Estimating causal effects: Using experimental and observational designs 2007, American Educational Research Association, Washington, DC.
78. Shadish W.R., Cook T.D., Campbell D.T. Experimental and quasi-experimental designs for generalized causal inference 2001, Houghton Mifflin, Boston, MA.
79. Sheldon S.B., Epstein J.L., Galindo C.L. Not just numbers: Creating a partnership climate to improve math proficiency in schools. Leadership and Policy in Schools 2010, 9:27-48.
80. Singer J.D., Willett J.B. Applied longitudinal data analysis: Modeling change and event occurrence 1998, Oxford University Press, New York, NY.
81. Spilt J.L., Hughes J.N., Wu J., Kwok O. Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children's academic success. Child Development 2012, 83:1180-1195.
82. Storch S.A., Whitehurst G.J. The role of family and home in the literacy development of children from low-income backgrounds. The role of family literacy environments in promoting young children's emerging literacy skills 2001, Vol. 92:53-71. Jossey-Bass, San Francisco, CA.
83. Waters E., Deane K. Defining and assessing individual differences in attachment relationships: Q-methodology and the organization of behavior in infancy and early childhood. Monographs of the Society for Research in Child Development 1985, 50:41-65. I. Bretherton, E. Waters (Eds.).
84. Williford A.P., Whittaker J.E. Teacher-child relationship quality: Key to improving child outcomes. Paper presented at the U.S. Department of Education and Department of Health and Human Services' early childhood meeting entitled "Early Childhood 2010: Innovation for the Next Generation," Washington, DC 2010, August.
85. Woodcock R.W., McGrew K.S., Mather N. Examiner's manual. Woodcock-Johnson III Tests of Achievement 2001, Riverside Publishing, Itasca, IL.
86. Wu J., Hughes J.N., Kwok O. Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology 2010, 48:337-355.