The majority of variability in preschool teachers' ratings of children's academic skill is attributable to teacher-level rather than child-level characteristics¶

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? Intraclass correlations showed 54% of language/pre-literacy and 88% of math rating variability was due to teacher or classroom effects. → 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

Null-model ICCs from HLM (ICClang and pre-lit = .54 and ICCmath = .88), indicating "individual teachers tend to rate preschoolers within their classrooms very similarly." Replicates Kilday et al.'s approximately 40% estimate with higher values.

"Our findings report even higher values, with 54% of the variability in teachers' ratings of language and pre-literacy and 88% of the variability in math associated with teacher rather than child characteristics."

Discussion¶

Related Claims¶

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