ERIC Number: EJ1135336
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Less Is More: The Limitations of Judgment
Faulkner, Valerie; Marshall, Patricia L.; Stiff, Lee V.; Crossland, Cathy L.
Phi Delta Kappan, v98 n7 p55-60 Apr 2017
Teacher perceptions of student abilities can affect crucial placement decisions that, in turn, affect student opportunities to learn. The author's research shows that this is particularly the case with black students who have earned high scores on math assessments but who, on the basis of teacher judgment, have not been recommended for placement in algebra in 8th grade. The author suggests a "less-is-more" approach--that is, remove teacher judgment from placement decisions and use universally available academic achievement performance data. This will increase the true identification of high-performing students, thereby increasing the opportunity to learn among students of different demographic backgrounds and reducing achievement gaps.
Descriptors: Teacher Attitudes, Misconceptions, Academic Ability, Teacher Influence, African American Students, Mathematics Achievement, Scores, Mathematics Tests, Algebra, Grade 8, Student Placement, Achievement Gap, Racial Bias, Prediction, Athletics, Heart Disorders
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A