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¶

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? Teacher perceptions in fall were significantly associated with children's objective spring achievement in both language/pre-literacy and math, controlling for fall skill, child characteristics, and intervention group. → 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

Longitudinal HLM over about four months (average interval 128.03 days, SD = 29.43) with nlang and pre-lit = 647 and nmath = 528, controlling fall achievement, child characteristics, and intervention group. Teacher perceptions explained 1% of spring language and 4% of math outcome variability.

"in a highly controlled model and over a time period of only about four months, every standard deviation increase in teacher perceptions was associated with about a tenth of a standard deviation increase in preschoolers' objective assessment scores in the spring"

Discussion¶

Related Claims¶

• Prior objective achievement is a strong predictor of preschool academic skill and may be protective against harmful teacher perceptions, while low-income children are most vulnerable to negative perceptions — 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
• The majority of variability in preschool teachers' ratings of children's academic skill is attributable to teacher-level rather than child-level characteristics — related
• 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
• 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