The utility of kindergarten teacher ratings for predicting low academic achievement in first grade

James T. Teisl, Michèle M M Mazzocco, Gwen F. Myers

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.

Original languageEnglish (US)
Pages (from-to)286-293
Number of pages8
JournalJournal of Learning Disabilities
Volume34
Issue number3
StatePublished - May 2001
Externally publishedYes

Fingerprint

kindergarten teacher
teacher rating
academic achievement
Reading
school grade
Outcome Assessment (Health Care)
Sensitivity and Specificity
Aptitude
Learning Disorders
disability
Pupil
teacher
kindergarten
learning disability
Learning
Students
performance
pupil
rating
lack

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Rehabilitation
  • Education
  • Health Professions(all)

Cite this

The utility of kindergarten teacher ratings for predicting low academic achievement in first grade. / Teisl, James T.; Mazzocco, Michèle M M; Myers, Gwen F.

In: Journal of Learning Disabilities, Vol. 34, No. 3, 05.2001, p. 286-293.

Research output: Contribution to journalArticle

Teisl, James T. ; Mazzocco, Michèle M M ; Myers, Gwen F. / The utility of kindergarten teacher ratings for predicting low academic achievement in first grade. In: Journal of Learning Disabilities. 2001 ; Vol. 34, No. 3. pp. 286-293.
@article{c705d7994c2f456286e33232796dcc5e,
title = "The utility of kindergarten teacher ratings for predicting low academic achievement in first grade",
abstract = "The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.",
author = "Teisl, {James T.} and Mazzocco, {Mich{\`e}le M M} and Myers, {Gwen F.}",
year = "2001",
month = "5",
language = "English (US)",
volume = "34",
pages = "286--293",
journal = "Journal of Learning Disabilities",
issn = "0022-2194",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - The utility of kindergarten teacher ratings for predicting low academic achievement in first grade

AU - Teisl, James T.

AU - Mazzocco, Michèle M M

AU - Myers, Gwen F.

PY - 2001/5

Y1 - 2001/5

N2 - The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.

AB - The purpose of this study was to assess the predictive value of kindergarten teachers' ratings of pupils for later first-grade academic achievement. Kindergarten students were rated by their teachers on a variety of variables, including math and reading performance, teacher concerns, and amount of learning relative to peers. These variables were then analyzed with respect to outcome measures for math and reading ability administered in the first grade. The teachers' ratings of academic performance were significantly correlated with scores on the outcome measures. Analyses were also carried out to determine sensitivity, specificity, and predictive values of the different teacher ratings. The results indicated high overall accuracy, sensitivity, specificity, and negative predictive value for the ratings. Positive predictive value tended to be lower. A recommendation to follow from these results is that teacher ratings of this sort be used to determine which children should receive cognitive screening measures to further enhance identification of children at risk for learning disability. However, this recommendation is limited by the lack of empirically supported screening measures for math disability versus well-supported screening tools for reading disability.

UR - http://www.scopus.com/inward/record.url?scp=0347240680&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0347240680&partnerID=8YFLogxK

M3 - Article

C2 - 15499882

AN - SCOPUS:0347240680

VL - 34

SP - 286

EP - 293

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 3

ER -