TEACHER QUALIFICATIONSAND KINDERGARTNERS'ACHIEVEMENTS -- CONTENTS -- PREFACE* -- EXECUTIVE SUMMARY -- FOREWORD -- ACKNOWLEDGMENTS -- 1. INTRODUCTION -- 2. BACKGROUND -- CHARACTERISTICS OF EFFECTIVE TEACHERS -- INSTRUCTIONAL PRACTICES ANDSTUDENT ACHIEVEMENT -- 3. DATA -- ACHIEVEMENT ASSESSMENTS -- STUDENT CHARACTERISTICS -- TEACHER QUALIFICATIONS -- INSTRUCTIONAL PRACTICES -- SCHOOL CHARACTERISTICS -- 4.METHODS -- STATISTICAL MODELS -- DATA TRANSFORMATIONS AND SAMPLE SIZES -- 5. FINDINGS -- READING ACHIEVEMENT GAIN REGRESSIONS -- School-Level Variables -- Child-Level Variables -- INSTRUCTIONAL PRACTICE SCALEREGRESSIONS FOR READING -- Teacher-Level Variables -- School-Level Variables -- MATHEMATICS ACHIEVEMENT GAIN REGRESSIONS -- Teacher-Level Variables -- School-Level Variables -- Child-Level Variables -- SENSITIVITY ANALYSES -- 6. SUMMARY -- LIMITATIONS -- DISCUSSION -- FUTURE RESEARCH USING ECLS-K DATA -- REFERENCES -- APPENDIX A:ECLS-K DIRECT COGNITIVEASSESSMENT MEASURES -- INSTRUMENT DEVELOPMENT -- THE LANGUAGE SCREENER -- TWO-STAGE ASSESSMENT DESIGN -- COGNITIVE COMPONENTS -- Reading -- Mathematics -- READING AND MATHEMATICS ASSESSMENT SCORES -- APPENDIX B:METHODOLOGY USED IN THEDEVELOPMENT OF THE INSTRUCTIONALPRACTICE SCALES -- APPENDIX C:METHODOLOGY USEDIN THE REGRESSION ANALYSES -- IMPUTATION PROCEDURES -- THE USE OF GAIN SCORES -- APPENDIX D:SAMPLE STATISTICS FOR VARIABLESUSED IN ANALYSES -- APPENDIX E: STANDARD ERRORS FROMREGRESSION MODELS -- INDEX.