J. Benjamin Hinnant|Marion O’Brien|Sharon R. Ghazarian
The longitudinal relations of teacher expectations to achievement in the early school years.
relatively little research role teacher expectations early school years importance teacher expectations predictor future academic achievement current study investigated issues reading mathematic domains young children data nearly 1000 children families first third fifth grades included child sex social skills emerged consistent predictors teacher expectations reading lesser extent math ability predicting actual future academic achievement results showed teacher expectations differentially related achievement reading math evidence teacher expectations accumulate evidence remain durable time math achievement additionally teacher expectations strongly related later achievement groups children may considered risk