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

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Abstract

This study uses a large national dataset and a new method for computing teacher expectations to better understand the longitudinal effect of literacy teacher expectations on student achievement. We utilize 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 increases sharply after kindergarten, and remains relatively stable, regardless of gender or ethnicity. Patterns of association between teacher expectations and student achievement within a school year vary significantly between White and minority students.

Authors

• Faiza M. Jamil, Clemson University

• Ross Allen Andrew Larsen, Brigham Young University

• Luke J. Rapa, Clemson University

• Bridget Kathleen Hamre, University of Virginia