We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either share or do not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects, or more strictly classroom effects, would show up as higher correlations for same- than different-class twin pairs. Same-class correlations were generally higher than different-class correlations, though not significantly so on most occasions. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications. In this report we focus on possible teacher effects on early literacy development, a skill which plays a fundamental role in all educational achievement.
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