Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

Abstract

Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed.