NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1007949
Record Type: Journal
Publication Date: 2013-May
Pages: 13
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-0022-0663
Early Teacher Expectations Disproportionately Affect Poor Children's High School Performance
Sorhagen, Nicole S.
Journal of Educational Psychology, v105 n2 p465-477 May 2013
This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student demographic characteristics. Teachers' inaccurate expectations in first grade predicted students' math, reading comprehension, vocabulary knowledge, and verbal reasoning standardized test scores at age 15. Significant interactions between students' family income and teachers' misperceptions of students' math and language skills were found, such that teachers' over- and underestimation of abilities had a stronger impact on students from lower income families than on students from more affluent homes. In contrast, the effects of teachers' misperceptions of students' basic reading abilities on performance at age 15 did not differ by income. These results have implications for understanding the complexities of self-fulfilling prophecies and for understanding the achievement gap between students from disadvantaged and advantaged homes. (Contains 6 tables, 1 figure and 3 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas; California; Kansas; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability