Self-Fulfilling Prophecies in the Classroom
Hill, Andrew J.
Jones, Daniel B.
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Do 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.
© 2021 Journal of Human Capital
Hill, A. J., & Jones, D. B. (2021). Self-fulfilling prophecies in the classroom. Journal of Human Capital, 15(3), 400-431.