ArticleChild development2021
Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes.
Article in Child development, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Teacher-student relationship quality and social, academic, and behavioral adjustment are associated within and between persons from kindergarten to grade 6.Developmental psychology · 2026Article
- A Rising Tide That Lifts All Boats? Effects of Competition on Child Care Quality and Medium-Term Student Outcomes.Educational evaluation and policy analysis · 2025Article
- Differences in educational opportunity predict white matter development.Developmental cognitive neuroscience · 2024Article
- Emotional quality of early education programs improves language learning: A within-child across context design.Child development · 2022Article
- Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade.Developmental psychology · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6-11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.
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Registered trials
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