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This paper determined significant predictors of reading achievement at student and teacher levels employing a two-level hierarchical linear model (HLM). Teacher effects were computed for elementary, middle, and high schools. The study found significant effects of race, learning disability, participation in free and reduced lunch, proficiency in English language, attendance and suspension at student level. The predictors such as experience in teaching, academic degree, and the teachers ratings based on student performance were significant at teacher level. The comparison of teacher effects showed the highest and lowest teacher effects in elementary and high schools, respectively.
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