Time, Teacher Comments, and Achievement in Urban High Schools

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Abstract
Observations of time usage and teachers statements were made in 175 classrooms in twenty-six high schools in Chicago. The measures of time were combined into one variable that was then tested for its association to the achievement scores of the eleventh grade class. The correlation showed that schools with higher reading achievement had a lower amount of lost time. Regression models showed that better use of time and more use of positive comments were each associated with increases in achievement. The low use of reinforcing comments by teachers and the high proportions of student time lost through absences, interruptions, and noninvolvement were cited as areas that could be affected by school policies.