Exploring Longitudinal Changes in Teacher Expectations and Associations With Children's Academic Achievement in Mathematics

• In Event: Teacher Perceptions and Moves in Mathematics Classrooms

Abstract

The current study uses a large nationally representative dataset and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with five time points between kindergarten and eighth grade, and multi-group modeling to examine group differences in teacher expectancy effects on achievement based on gender and ethnicity. Results indicate that teacher expectations from one time point to the next are not significantly associated with each other, but their influence on future student achievement grows over time. Teacher expectancy effects in math are stronger for Caucasian and minority girls, and minority boys than they are for Caucasian boys. Implications for teaching are discussed.

Authors

• Faiza M. Jamil, Clemson University

• Ross Allen Andrew Larsen, Brigham Young University

• Bridget Kathleen Hamre, University of Virginia