%0 Journal Article
%T Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment
%A Dorinda J. GALLANT
%J International Electronic Journal of Elementary Education
%D 2013
%I International Electronic Journal of Elementary Education
%X Early childhood professional organizations support teachers as the best assessors of students¡¯ academic, social, emotional, and physical development. This study investigates the predictive nature of teacher ratings of first-grade students¡¯ performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system. The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137 third-grade schools attended. This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States. Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings¡ªas reflected by domain scores on a performance assessment¡ªare found to positively and significantly correlate with students¡¯ third-grade academic achievement.
%K Teacher ratings
%K Predictive validity
%K Curriculum-embedded Performance assessment
%U http://www.iejee.com/5_2_2013/IEJEE_5_2_Gallant.pdf