The DOI matches its Crossref record; 16 of the 17 references it cites were found in a registry or an index.
Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“It is well known that teacher effects are the dominant factor affecting student academic gain (Sanders et al., 1997).”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Sanders et al., 1997
Citations
Cites
Meta-Analytic Procedures for Social Research.
Metcalfe, A., & Rosenthal, R. (1994) · Journal of the Royal Statistical Society Series D (The Statistician) · doi:10.2307/2348600 · Cited by 4,249
Toward a Knowledge Base for School Learning
Wang, M. C., Haertel, G., & Walberg, H. (1993) · Review of Educational Research · doi:10.3102/00346543063003249 · Cited by 1,350
Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis
Slavin, R. E. (1987) · Review of Educational Research · doi:10.3102/00346543057003293 · Cited by 827
Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
Slavin, R. E. (1990) · Review of Educational Research · doi:10.3102/00346543060003471 · Cited by 769
Teacher influences on student achievement.
Brophy, J. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1069 · Cited by 460
Sanders, W. L., & Horn, S. P. (1994) · Journal of Personnel Evaluation in Education · doi:10.1007/bf00973726 · Cited by 414
Self-citationPorter, A. C., & Brophy, J. (1988) · Educational leadership · Cited by 287
Acceleration: What We Do vs. What We Know.
Rogers, K. B., & Kimpston, R. D. (1992) · Educational leadership · Cited by 48
Fifty reasons why student achievement gain does not mean teacher effectiveness
Berk, R. A. (1988) · Journal of Personnel Evaluation in Education · doi:10.1007/bf00124100 · Cited by 38
Can Research-Based Teacher Evaluation Be Saved?
Scriven, M. S. (1990) · Springer eBooks · doi:10.1007/978-94-011-3884-0_2 · Cited by 31
Flagged first, then by citations
1 of the 17 references couldn’t be matched to a known paper.
Research works printed but not linked: 6
- CTB/McGraw-Hill (1990). Comprehensive test of basic skills (4th ed.). Spring Norms Book. Monterey, CA: CTB/Macmillan/McGraw-Hill.
- Ellett, C. D. (1990). A new generation of classroom-based assessments of teaching and learning: Concepts, issues and controversies from pilots of the Louisiana STAR. Baton Rouge: Teaching Internship and Statewide Teacher Evaluation Projects, College of Education, Louisiana State University.
- Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. National Research Center on the Gifted and Talented. Storrs, CT: University of Connecticut.
- Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Research Progress Report. Knoxville: University of Tennessee Value-Added Research and Assessment Center.
- Sanders, W. L., Saxton, A. M., & Horn, S. P. (In press). The Tennessee Value-Added Assessment Systems (TVAAS): A quantitative, outcome-based approach to educational assessment. In J. Millman (Ed.), Assuring accountability? Using gains in student learning to evaluate teachers and schools. Thousand Oaks, CA: Corwin Press.
- Travers, R. M. W. (1981). Criteria of good teaching. In J. Millman (Ed.), Handbook of teacher evaluation (pp. 14–22). Beverly Hills, CA: Sage.
Cited by
Sorted by citations
Teacher Quality and Student Achievement
Darling‐Hammond, L. (2000) · Education Policy Analysis Archives · doi:10.14507/epaa.v8n1.2000 · Cited by 4,964
Teacher Recruitment and Retention: A Review of the Recent Empirical Literature
Guarino, C. M., Santibáñez, L., & Daley, G. A. (2006) · Review of Educational Research · doi:10.3102/00346543076002173 · Cited by 1,352
Teacher characteristics and student achievement gains: A review
Wayne, A. J., & Youngs, P. (2003) · Review of Educational Research · doi:10.3102/00346543073001089 · Cited by 1,282
Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis
Klassen, R. M., & Tze, V. M. C. (2014) · Educational Research Review · doi:10.1016/j.edurev.2014.06.001 · Cited by 1,221
Defining “Highly Qualified Teachers”: What Does “Scientifically-Based Research” Actually Tell Us?
Darling‐Hammond, L., & Youngs, P. A. (2002) · Educational Researcher · doi:10.3102/0013189x031009013 · Cited by 972
Metadata
- Authors
- Sanders, W. L., Wright, S. P., & Horn, S. P.
- Affiliations
- University of Tennessee at Knoxville (US)
- Venue
- Journal of Personnel Evaluation in Education
- Published
- 1997-04
- Volume
- 11
- Issue
- 1
- Pages
- 57-67
- ISSN
- 0920-525X (ISSN-L)
- 1573-0425
- OpenAlex
- W2143499905
- Cited by
- 1,044
- References
- 17
- Citations by year
- 2026: 7 · 2025: 14 · 2024: 12 · 2023: 19 · 2022: 22 · 2021: 35 · 2020: 36 · 2019: 47 · 2018: 46 · 2017: 46 · 2016: 64 · 2015: 73 · 2014: 76 · 2013: 70 · 2012: 74
- FWCI
- 57.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Personnel Evaluation in Education (publishedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- teacher effects, academic performance, teacher evaluation, mixed models, academic progress, classroom context, class size, value-added assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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