The Nongeneralizability of Classroom Dynamics as Predictors of Achievement for Hispanic Students in Upper Elementary Grades

This study examined the degree to which teacher behaviors established as predictors of achievement generalize to Hispanic students. Participants included 995 students (68% Hispanic) across Grades 3 through 5 and their teachers (N = 46) in an urban school district in the Midwest. Classroom dynamics were measured using the Classroom Assessment Scoring System (La Paro, Pianta, & Hamre, 2008). Achievement measures included standardized reading assessments administered at the end of the school year. Controls included beginning of the school year assessment scores and eligibility for free lunch. Consistent with prior studies, several teacher behaviors were associated with achievement for the non-Hispanic sample; however, the teacher behaviors did not generalize to the Hispanic sample. Implications for using classroom observations that do not reflect the norms of the target population to enhance accountability and assess professional development are presented, and considerations for addressing classroom observation measures are discussed.