Although collective teacher responsibility can play a critical role in student learning and development, our understanding of it remains limited. Using data from state-representative elementary and middle schools in Indiana, this study examines the relationship between collective teacher responsibility and student achievement. Regression analyses show that schools with higher poverty rates, larger proportions of racial/ethnic minority students, and larger enrollments tend to have lower collective teacher responsibility. On average, collective teacher responsibility is not associated with math achievement, but the association is stronger for English Language Learners (ELLs), Black students, and lower-achieving students. In English Language Arts, collective teacher responsibility is positively associated with achievement, particularly for ELLs, students with individualized education programs, and lower-achieving students. These findings underscore the importance of collective teacher responsibility in supporting student learning, especially for marginalized students.
Hwang et al. (Sat,) studied this question.