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The Relationship of Student Mathematics Scores on the Scholastic Aptitude Test to Teacher Effectiveness as Measured by the Texas Teacher Appraisal System

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc332301
Date12 1900
CreatorsClingman, Elizabeth Ann
ContributorsBlack, Watt L., Meeks, E. Bruce, Williamson, John A., Allen, John Ed, 1937-
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 102 leaves : ill., Text
CoverageUnited States - Texas
RightsPublic, Clingman, Elizabeth Ann, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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