Introduction

The evaluation of teacher performance and classroom practice is a common praxis world-wide. International recognition of teachers’ influences on student achievement and the desire to increase instructional quality has led many countries to establish teacher performance assessments and evaluation procedures (Isore, 2009; Organization for Economic Cooperation and Development (OECD).

Objectives

This paper examines the predictive validity of the Classroom Strategy Scale (CSS-O; Reddy et al., 2013; Reddy & Dudek, 2014), a new observational measure of evidence-based instructional and behavioral management practices on student achievement.  Findings from two studies are presented.

Design/Methodology/Results

Study 1 includes sample (n = 662) of third through fifth grade students from New York. A series of two-level hierarchical generalized linear models (HGLMs) were fitted to assess whether the CSS-O (version 2.0) Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ | recommended frequency - frequency ratings | ) predicted statewide English language arts and mathematics proficiency scores with the percentage of minority students in schools controlled. Results indicated that CSS-O Instructional Strategy scale discrepancy scores significantly predicted English language arts and mathematics proficiency scores: larger discrepancies on observer ratings between what teachers did and what should have been done were associated with lower proficiency scores.

Study 2 consists of a sample (n = 985) of third through fifth grade students (high poverty) from New Jersey.  Negative correlations were found between CSS-O (version 4.0) scale discrepancy scores and statewide English language arts and mathematics proficiency scores in high poverty schools (Table 4). Two-level HGLMs yielded findings consistent with Study 1.

Conclusions

Results offer evidence of the utility of measuring teacher practices using the CSS-O to inform student achievement.  Implications for teacher assessment and instructional coaching are outlined.