NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ976167
Record Type: Journal
Publication Date: 2012-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-1381-2890
Curriculum Tracking and Teacher Expectations: Evidence from Discrepant Course Taking Models
Kelly, Sean; Carbonaro, William
Social Psychology of Education: An International Journal, v15 n3 p271-294 Sep 2012
In an effort to understand teacher-student relationships much research has investigated how teacher expectations of student performance in the classroom affect achievement growth. However, little research has focused on how teacher expectations of students' educational attainment are formed. In this paper, we examine how students' high school track placements affect teacher expectations regarding students' educational attainment in the NELS data. NELS is a large, nationally representative longitudinal study from the United States of the graduating class of 1992. We focus on students with discrepant track placements to determine how different teachers evaluate the same student. Overall, for the same student, teachers in high track classes have higher college expectations than teachers in lower track classrooms.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States