Teacher Inaccuracy in Estimation of Kindergartners' Ability and Its Implications for Future Academic Development

• In Event: Roundtable Session 50
  In Roundtable Session: Teachers and Administrators in Schools

Abstract

Teacher perceptions have powerful implications for children’s educational experiences and future social and economic opportunities. This paper examines the extent to which teacher perceptions are associated with students’ socio-demographic backgrounds once we account for between-group differences in measured math and literacy ability, and explores whether teacher perceptions are associated with student learning beyond kindergarten. Using a sample of almost 15,000 children from the Early Childhood Longitudinal Study, Kindergarten Cohort, we found that children whose math and literacy skills are overestimated by their kindergarten teachers typically learn more through first grade. Conversely, children whose skills are underestimated learn less. Notably, math and literacy skills of socioeconomically disadvantaged students, as well as racial minorities, tend to be underestimated on average.

Authors

• Megan P. Duff, Teachers College, Columbia University

• Melissa Figueira, Teachers College, Columbia University

• Douglas Ready, Teachers College, Columbia University