Self-Fulfilling Prophecies in the Classroom
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Date
2021-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Chicago Press
Abstract
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.
Description
© 2021 Journal of Human Capital
Keywords
classroom, self-fulfilling
Citation
Hill, A. J., & Jones, D. B. (2021). Self-fulfilling prophecies in the classroom. Journal of Human Capital, 15(3), 400-431.