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Student Perceptions, I. Q. and Achievement

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  • Charles R. Link
  • Edward C. Ratledge

Abstract

The study analyzes the determinants of reading achievement for 500 fourthgraders in the Wilmington, Delaware, school district. The data are an improvement over those used by past researchers because of the concurrent availability of student IQ, pretest and posttest reading scores, student perception and motivation information, and individual teacher characteristics matched with their individual students. The main results are (1) a large positive relation between achievement and the student's perception of a positive teacher attitude toward himself, and (2) a somewhat smaller, but nonetheless significant, positive effect of the student's perception of the parents' attitude toward the student's ability to succeed in life. The observed relationships suggest that earlier emphasis on more traditional teacher characteristics such as years of education and experience may have been misplaced.

Suggested Citation

  • Charles R. Link & Edward C. Ratledge, 1979. "Student Perceptions, I. Q. and Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 14(1), pages 98-111.
    • Handle: RePEc:uwp:jhriss:v:14:y:1979:i:1:p:98-111
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    Cited by:

    1. Douglas Harris & Tim R. Sass, 2006. "The Effects of Teacher Training on Teacher Value Added," Working Papers wp_2006_03_01, Department of Economics, Florida State University.
    2. Croninger, Robert G. & Rice, Jennifer King & Rathbun, Amy & Nishio, Masako, 2007. "Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement," Economics of Education Review, Elsevier, vol. 26(3), pages 312-324, June.

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