Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation
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Teacher effects are the dominant factor affecting student academic gain.
“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
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- 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 › Decision Sciences › Information Systems and Management › 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
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