Teacher-student relationships show an average achievement relation of about one-quarter of a standard deviation, smaller for standardized achievement measures¶

Claim · All claims
Evidence · 1 study · review r3 · q3 · i0 negligible
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Across 99 studies, teacher-reported relationship quality relates to student achievement at roughly one-quarter of a standard deviation, with smaller estimates (approximately d = 0.15) for standardized achievement measures and larger estimates for academically or behaviorally at-risk children. → Blair 2015

Evidence¶

Blair 2015¶

Blair, Clancy & Raver, C. Cybele. (2015). School Readiness and Self-Regulation: A Developmental Psychobiological Approach. Annual Review of Psychology. https://doi.org/10.1146/annurev-psych-010814-015221

q3 · i0 · review · r3

Meta-analysis of 99 studies reviewed in the article on teacher-reported relationship quality and student achievement. The article prints effect sizes of approximately one-quarter of a standard deviation overall, with "smaller-sized estimates (approximately d = 0.15)" for standardized achievement outcomes; d = 0.15 is below the small-effect threshold.

"Effect sizes of approximately one-quarter of a standard deviation have been found across 99 studies examining the relation between teacher-reported relationships with students (both positive and conflictual) and student achievement, with smaller-sized estimates (approximately d = 0.15) for those studies relying on standardized measures of achievement as the outcome (Roorda et al. 2011)."

Discussion¶

Related Claims¶

• First- and second-year teachers' students gain roughly 20 percent of a standard deviation less than students of more experienced teachers — related