Thank you for your request to our REL Reference Desk regarding evidence-based information
about the impact of teacher expectations on student achievement. Ask A REL is a collaborative
reference desk service provided by the ten regional educational laboratories (REL) that, by
design, functions much in the same way as a technical reference library. It provides references,
referrals, and brief responses in the form of citations on research based education questions.
The information below represents the most rigorous research available. Researchers consider the
type of methodology and give priority to research reports that employ well described and
thorough methods. The resources were also selected based on the date of the publication with a
preference for research from the last ten years. Additional criteria for inclusion include the
source and funder of the resource.
Question: What is the impact of teacher expectations on student achievement?
Search Process:
Key words and search strings used in the search: teacher expectations AND student
achievement
Search databases and websites:
1. ERIC, http://www.eric.ed.gov/
2. JSTOR, http://www.jstor.org/action/showAdvancedSearch
3. Google Scholar, www.google.com/scholar
4. Institute of Education Sciences (IES) Resources, http://ies.ed.gov
5. What Works Clearinghouse, http://ies.ed.gov/ncee/wwc/
Sample Citations Retrieved:
Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal
of Educational Psychology, 75, 631-661. Retrieved from
http://psycnet.apa.org/journals/edu/75/5/631.pdf
Abstract/Summary: Reviews the literature on self-fulfilling prophecy and teacher expectations
and concludes that a minority of teachers have major expectation effects on their students'
achievement. However, such effects are minimal for most teachers because their expectations are
generally accurate and open to corrective feedback. It is difficult to predict the effects of
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teachers' expectations, even with knowledge of their accuracy and the degree of rigidity with
which they are held. Expectations interact with beliefs about learning and instruction to
determine teacher behavior; similar expectations may lead to different behavior. Students will
also differ in their interpretation of and response to teacher behavior; similar behavior may
produce different student outcomes.
Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future
directions. Journal of Teacher Education, 38(4), 32-47.
doi: 10.1177/002248718703800406
Abstract/Summary: Good discusses the types of teacher expectation effects evidenced in the
classroom. Particular attention is focused on the research that addresses teachers' expectations for
and interactions with individuals believed to be of high or low potential. Good presents a model
for use in understanding the dynamics of expectation communication in the classroom and
highlights numerous studies relating teacher expectations with student behavior. The differential
treatment of students by teachers is described by the author, with special attention given to how
teachers express low expectations. The article concludes with a description of future research
directions.
Hinnant, B. J., O’Brien, M., Ghazarian, S. R. (August, 2009). The longitudinal relations of
teacher expectations to achievement in the early school years. Journal of Educational
Psychology, 101(3) 662-670. doi: 10.1037/a0014306
Abstract/Summary: There is relatively little research on the role of teacher expectations in the
early school years or the importance of teacher expectations as a predictor of future academic
achievement. The current study investigated these issues in the reading and mathematic domains
for young children. Data from nearly 1,000 children and families at 1st, 3rd, and 5th grades were
included. Child sex and social skills emerged as consistent predictors of teacher expectations of
reading and, to a lesser extent, math ability. In predicting actual future academic achievement,
results showed that teacher expectations were differentially related to achievement in reading and
math. There was no evidence that teacher expectations accumulate but some evidence that they
remain durable over time for math achievement. In addition, teacher expectations were more
strongly related to later achievement for groups of children who might be considered to be at
risk. (Contains 7 tables.)
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Hornstra, L., Denessen, E., Bakker, J., van den Bergh, L., Voeten, M. (2010). Teacher attitudes
toward dyslexia: Effects on teacher expectations and the academic achievement of
students with dyslexia. Journal of Learning Disabilities , 43, 515-529. Doi:
10.1177/0022219409355479
Abstract/Summary: The present study examined teacher attitudes toward dyslexia and the
effects of these attitudes on teacher expectations and the academic achievement of students with
dyslexia compared to students without learning disabilities. The attitudes of 30 regular education
teachers toward dyslexia were determined using both an implicit measure and an explicit, selfreport measure. Achievement scores for 307 students were also obtained. Implicit teacher
attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and
also to student achievement on standardized tests of spelling but not math for those students with
dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the
outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to
teacher expectations. The results show implicit attitude measures to be a more valuable predictor
of the achievement of students with dyslexia than explicit, self-report attitude measures.
(Contains 4 tables, 2 figures, and 3 notes.)
Johnson, J. P., Livingston, M., Schwartz, R. A., & Slate, J. R. (2000). What makes a good
elementary school? A critical examination. The Journal of Educational Research, 93,
339-348. doi: 10.1080/00220670009598728
Abstract/Summary: With a renewed emphasis on student achievement, school improvement,
and shared decision making, and in an effort to create and maintain effective schools, researchers
try to delineate those characteristics that positively affect student learning and behavior. In
exploring the different views that persons have regarding the characteristics of effective schools,
the authors reviewed research studies to identify factors considered to be determinants of an
effective school. Specific topic areas examined were the views of teachers, parents, and
administrators regarding effective schools, as well as an examination of the related research
literature. Consistent across the 4 areas was the importance of a positive school climate and
strong leadership. Implications for educational leaders are provided.
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Referrals
Organizations:
• National Council on Teacher Quality: http://www.tqsource.org/
• Alliance for Excellence in Educations: http://www.all4ed.org/
• Center for Teaching Quality: http://www.all4ed.org/
Federally Funded Resources:
• US Department of Education, Institute of Education Sciences (IES) Resources,
http://ies.ed.gov
Publication search engine available at: http://ies.ed.gov/pubsearch/
• What Works Clearinghouse, http://ies.ed.gov/ncee/wwc/
• Center on Great Teachers & Leaders at American Institutes for Research:
http://www.tqsource.org/
Disclaimer:
This Ask A REL response was developed by REL-SE under Contract ED-IES-12-C-0011 from the
U.S. Department of Education, Institute of Education Sciences. The content does not necessarily
reflect the views or policies of IES or the U.S. Department of Education, nor does mention of
trade names, commercial products, or organizations imply endorsement by the U.S. government.
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