Background Experiences and Dispositions of Teachers that Predict Student Outcomes in Elementary Schools

Abstract

The impact a teacher's background experiences and dispositions have on student performance, as measured by criterion-referenced state assessments in communication arts for grades three through five, were determined. The following background experiences were found to predict least effective teachers with 85% accuracy: rank of the undergraduate institution attended, cumulative grade point average as an undergraduate, years of teaching experience, level of advanced degree, and scores on state certification examinations. In addition, the impact of "years of teaching experience" on student performance on state assessments was found to be significant.