Context Matters: Exploring the Drivers of Adolescent Reading Achievement Through Teacher and School Factors

Abstract

This study examined relationships between teacher characteristics, school, and average school reading achievement using 2018 PISA data from U.S. schools. Multiple regression analyses revealed that teaching experience and formal teacher education were positively associated with school-level reading scores, while part-time teacher status unexpectedly showed positive associations. Among school variables, the percentage of teachers with master’s degree demonstrated strong positive associations with reading achievement, whereas the percentage of certified teachers showed a negative trend. School variables collectively explained substantially more variance (13.1%) than teacher characteristics (3.3%), with combined model explaining 15.9%. These findings highlight the complex interplay between teacher attributes and school contexts in relation to reading achievement, though ecological limitations prevent causal inferences. The results highlight the importance of considering both individual teacher factors and broader school characteristics when examining adolescent literacy development.