Self-Fulfilling Prophecies in the Classroom

dc.contributor.authorHill, Andrew J.
dc.contributor.authorJones, Daniel B.
dc.date.accessioned2022-09-19T15:47:25Z
dc.date.available2022-09-19T15:47:25Z
dc.date.issued2021-09
dc.description© 2021 Journal of Human Capitalen_US
dc.description.abstractDo teachers’ expectations directly impact student achievement? We draw on administrative data from North Carolina schools that report both student test scores and teachers’ expectations of students’ performance on these tests. Employing student fixed effects and instrumental variables strategies to overcome endogeneity concerns, we find that higher exogenously determined teacher expectations increase test scores for fourth to eighth graders. Impacts are suggestively larger for students in earlier grades and in self-contained classes with the same math and reading teacher.en_US
dc.identifier.citationHill, A. J., & Jones, D. B. (2021). Self-fulfilling prophecies in the classroom. Journal of Human Capital, 15(3), 400-431.en_US
dc.identifier.issn1932-8575
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/17176
dc.language.isoen_USen_US
dc.publisherUniversity of Chicago Pressen_US
dc.rightscc-by-ncen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/en_US
dc.subjectclassroomen_US
dc.subjectself-fulfillingen_US
dc.titleSelf-Fulfilling Prophecies in the Classroomen_US
dc.typeArticleen_US
mus.citation.extentfirstpage1en_US
mus.citation.extentlastpage32en_US
mus.citation.issue3en_US
mus.citation.journaltitleJournal of Human Capitalen_US
mus.citation.volume15en_US
mus.identifier.doi10.1086/715204en_US
mus.relation.collegeCollege of Agricultureen_US
mus.relation.departmentAgricultural Economics & Economics.en_US
mus.relation.universityMontana State University - Bozemanen_US

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