Examining longitudinal relationships between teacher preparation and mathematics achievement of kindergarten and first grade students with disabilities through the National Center for Education Statistics' 'Early Childhood Longitudinal Study - Kindergarten Cohort'

摘要

The purpose of this longitudinal study was to investigate the relationship between teacher quality and the kindergarten and first grade math achievement of students with disabilities. Over two thousand students receiving special education services were identified using the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K). Achievement constructs were incorporated cognitive fall and spring math achievement assessments and math rating scales. Teacher quality constructs were comprised of coursework and experience indicators. Multiple covariate indicators controlled for students' demographic differences; students' approaches to and motivation towards learning; teachers' certification types; duration of math instruction; and school free and reduced lunch status. Results indicated that teachers' math and science coursework has a mediating effect on math achievement in kindergarten. Students with lower achievement scores were more likely to have teachers with higher math and science coursework. More courses in math and science methods was also related to increased math achievement. Significant correlations also identified multiple contributing relationships between math and science coursework, namely with special education coursework and experience, early childhood methods, and child development coursework. The first grade and the longitudinal model, however, reflected poor model fit with multiple Heywood cases. Discussion of the value of quantifying teacher quality in terms of coursework or experience is provided and implications of this study for research and policy are presented.