Abstract
This article reports a study addressing how teachers influence pupils’ standardized mark for French classes in a primary and secondary school in Switzerland. The sample consists of grades 7 and 8 with pupils from 10 to 12 years old. Seven classrooms with a total of 132 pupils have been randomly selected. Each classroom has its own teacher. A multilevel analysis shows that 17% of the response variance is explained by teacher effect. In other words, about 17 points out of 100 are due to teacher effect in these French classes.
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