Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes.

Journal Article (Journal Article)

This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6-11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.

Full Text

Duke Authors

Cited Authors

  • Watts, TW; Nguyen, T; Carr, RC; Vernon-Feagans, L; Blair, C

Published Date

  • July 2021

Published In

Volume / Issue

  • 92 / 4

Start / End Page

  • e439 - e456

PubMed ID

  • 33782953

Pubmed Central ID

  • PMC9279005

Electronic International Standard Serial Number (EISSN)

  • 1467-8624

International Standard Serial Number (ISSN)

  • 0009-3920

Digital Object Identifier (DOI)

  • 10.1111/cdev.13552


  • eng