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.

中文翻译：

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检查课堂质量变化对儿童成就和行为结果变化的影响

本研究检验了课堂质量的变化是否可以预测小学（年龄跨度约为 6-11 岁）儿童在成就和行为问题方面的变化。利用对主要是低收入、非城市社区 ( n  = 1,078) 的儿童进行的纵向研究数据，我们依靠儿童固定效应模型，该模型控制了可能影响课堂质量影响的稳定因素。总的来说，我们发现课堂质量的变化对成绩和行为的影响很小且在统计上不显着。然而，我们发现进入一个高质量的教室，尤其是那些在课堂组织中被评为高的教室，对早年显着贫困的儿童的成就和行为产生了积极影响。