Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes.
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| Title: | Quality Instruction Matters: The Connection Between Student Engagement Antecedents and Assessment Outcomes. |
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| Authors: | White, Christopher1 white2ca@cmich.edu, Dionne, Gregg2, Marr, Joe3, Sullivan, William3 |
| Source: | Journal of School Choice. 2025, Vol. 19 Issue 2, p273-284. 12p. |
| Subject Terms: | *Student engagement, *Charter schools, *Academic achievement, *Socioeconomic status, *Students |
| Abstract: | This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study examines the relationship between instructional quality, student engagement, and standardized assessment outcomes within charter schools. Utilizing classroom observation data from 27 schools over two academic years, we construct an "Antecedents to Student Engagement" index, capturing key instructional strategies that foster student engagement. We analyzed the association between these instructional antecedents, student socioeconomic status, and academic achievement. Results indicate that higher engagement antecedents are significantly associated with improved academic outcomes, independent of SES. Our findings suggest that schools emphasizing engagement-focused instructional practices mitigate disparities in student growth underscoring the importance of integrating qualitative measures into evaluations of school effectiveness. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15582159 |
| DOI: | 10.1080/15582159.2025.2492942 |
