Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In HLM cross-sectional models controlling for objective skill, child age, social skills, and inattentive symptoms predicted teacher perceptions of academic ability. → Baker Courtney N. 2015
Evidence¶
Baker Courtney N. 2015¶
Baker Courtney N., Tichovolsky Marianne H., Kupersmidt Janis B., Voegler-Lee Mary Ellen, Arnold David H. (2015). Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations With Longitudinal Outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000008
q3 · i? · associational · r2
Cross-sectional HLM with fall data from 760 preschoolers (nlang and pre-lit= 713, nmath= 581) controlling for objectively assessed skill. "Older children were perceived by teachers as having stronger academic abilities, while children with inattentive symptoms were perceived by teachers as having weaker academic abilities."
"every standard deviation increase in social skills was associated with a half a standard deviation increase in teacher perceptions of language and pre-literacy ability and a quarter of a standard deviation increase in teacher perceptions of math ability"
Discussion¶
Learner Variables¶
- Age and Developmental Stage — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers as having significantly better pre-academic abilities than they actually had — related
- Preschool teachers' perceptions of children's academic abilities were not associated with child gender or race/ethnicity — related
- The majority of variability in preschool teachers' ratings of children's academic skill is attributable to teacher-level rather than child-level characteristics — related
- Preschool teachers both over- and underestimate children's pre-academic abilities relative to objective assessment, with substantial numbers of children discrepant in each direction — related
- Prior objective achievement is a strong predictor of preschool academic skill and may be protective against harmful teacher perceptions, while low-income children are most vulnerable to negative perceptions — related
- Preschoolers severely underestimated by their teachers showed weaker fall-to-spring academic skill growth, significant for language and pre-literacy but not for math — related
- Fall teacher perceptions predict spring preschool academic outcomes: each SD increase in perceptions was associated with about a tenth of an SD increase in spring objective assessment scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
child-characteristics-bias-teacher-perceptions |
title |
Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers |
description |
Even controlling for actual skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived as more academically able by preschool teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — baker-courtney-n-2015 |
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