Multilevel Linkages Between State Standards, Teacher Standards, and Student Achievement
Multilevel Linkages Between State Standards, Teacher Standards, and Student Achievement
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国家标准、教师标准和学生成绩之间的多层次联系
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发表时间：
2014
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通讯作者：
Weichun Wang
中科院分区：
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作者：
Jaekyung Lee;Xiaoyan Liu;Laura C. Amo;Weichun Wang
这项研究利用国家和州在阅读和数学方面的评估数据集，测试了“外部”与“内部”基于标准的教育模式。目的是了解学生成绩标准是否以及如何在2001年《不让一个孩子掉队法案》（NCLB）下的多层次学校系统中发挥作用。在“外部”模式下，各州的共同标准塑造了教师的标准，反过来又影响了学生的成绩。在“内部”模式下，教师标准与国家标准绝缘，而是受到学生先前成绩和课堂背景特征的影响。本研究采用多水平分析和固定效应的工具变量分析。调查结果为内部模型而不是外部模型提供了支持。国家标准和教师标准之间的联系是脆弱的，而教师标准和学生成绩之间的联系是坚实的和互惠的。此外，学生的性别，种族/民族，社会经济地位（SES）有直接和/或间接的影响，通过成绩差距对教师的标准。讨论了对研究和政策的影响。
Drawing on national and state assessment datasets in reading and math, this study tested “external” versus “internal” standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the “external” model, states’ common standards shape teachers’ standards which, in turn, affect student achievement. Under the “internal” model, teacher standards are insulated from state standards but instead influenced by prior student achievement and background characteristics in classrooms. The study employed multilevel analysis and instrumental variable analysis with fixed effects. Findings provided support for the internal as opposed to the external model. The linkage between state standards and teacher standards was tenuous, whereas the linkage between teacher standards and student achievement was solid and reciprocal. Further, students’ gender, race/ethnicity, and socioeconomic status (SES) had direct and/or indirect influences on teacher standards through achievement gaps. Implications for research and policy were discussed.