College readiness and teacher effectiveness are two emerging areas within policy research, yet few studies have linked these concepts. In this study, we examined the psychometric properties of a measure of academic behaviors associated with college readiness intended for high school teachers. Follow-up hierarchical regression analyses were conducted to determine the effect of typical teacher effectiveness measures on subscale scores.
Teacher level of education, as measured by the highest degree earned, made the most meaningful contribution to teacher subscale scores, indicating more “qualified” teachers are more likely to integrate academic behaviors associated with college readiness into instruction. The implications for use as a teacher evaluation tool within high school settings are discussed.