Upper-elementary teachers have large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to their effects on math test scores¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Upper-elementary teachers produce large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class, comparable in magnitude to their effects on math test scores. → David Blazar 2015
Evidence¶
David Blazar 2015¶
David Blazar, Matthew A. Kraft. (2015). Teacher and Teaching Effects on Students' Academic Behaviors and Mindsets. Working Paper 41. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/teacher-and-teaching-effects-on-students-academic-behaviors-and-mindsets
q3 · i? · associational · r?
The paper's summary of its teacher-effectiveness analysis reports that upper-elementary teachers show "large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class" similar in magnitude to math test score effects. No effect size is printed on the page.
"We find that upper-elementary teachers have large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores."
Discussion¶
Related Claims¶
- Teachers who are effective at improving academic behaviors and mindsets are often not the same teachers who raise math test scores — reports the opposite
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
- Students at Oakland International High School report a strong sense of community, close relationships, and happiness at school — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teachers-large-effects-behaviors-mindsets-similar-to-test-scores |
title |
Upper-elementary teachers have large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to their effects on math test scores |
description |
Upper-elementary teachers have large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to their effects on math test scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — david-blazar-2015 |
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