Preschoolers severely underestimated by their teachers showed weaker fall-to-spring academic skill growth, significant for language and pre-literacy but not for math¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Subgroup slope comparison showed children underestimated by at least two standard deviations had weaker fall-spring skill relationships in language/pre-literacy; the math difference was not significant. → Baker Courtney N. 2015

Evidence¶

Baker Courtney N. 2015¶

Baker Courtney N., Tichovolsky Marianne H., Kupersmidt Janis B., Voegler-Lee Mary Ellen, Arnold David H. (2015). Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations With Longitudinal Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000008

q3 · i? · associational · r3

Exploratory subgroup slope comparison within the longitudinal HLM. "The relationship was similar for math outcomes, but the difference in slopes was not significant, zmath = −1.8, p = .07." Overestimation showed no significant patterns.

"the group of preschoolers who were underestimated by at least two standard deviations by their teachers had considerably weaker relationships between their fall and spring academic skills than peers whose skills were neither over- nor underestimated, suggesting perhaps that their growth was dampened by these considerable teacher underestimations, zlang and pre-lit= −2, p = .045"

Discussion¶

Related Claims¶

• Preschool teachers both over- and underestimate children's pre-academic abilities relative to objective assessment, with substantial numbers of children discrepant in each direction — related
• Fall teacher perceptions predict spring preschool academic outcomes: each SD increase in perceptions was associated with about a tenth of an SD increase in spring objective assessment scores — related
• Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers — related
• The majority of variability in preschool teachers' ratings of children's academic skill is attributable to teacher-level rather than child-level characteristics — related