Students in high expectation teachers' classrooms show large achievement gains over one year, while students in low expectation classrooms show very small gains¶

Claim · All claims
Evidence · 1 study · review r2 · q2 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In high expectation classrooms students showed average achievement gains of d = 1.05 over one academic year, versus d = 0.05 in low expectation classes. → Lisette Hornstra 2023

Evidence¶

Lisette Hornstra 2023¶

Lisette Hornstra, Kim Stroet, Christine Rubie-Davies, Annaline Flint. (2023). Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09788-4

q2 · i3 · review · r2

The review reports Rubie-Davies' research separating analyses by teacher type, finding "approximately one-quarter of teachers could be identified as high expectation teachers and one-sixth low expectation teachers," with the printed effect sizes d = 1.05 versus d = 0.05 for yearly achievement gains.

"In high expectation classrooms, students showed, on aver age, large effects size gains (d = 1.05) in academic achievement over one academic year, whereas in low expectation classes, the gains were very small (d = 0.05)."

Discussion¶

Related Claims¶

• Teacher expectation bias predicted Dutch secondary students' performance up to five years later, after controls for prior achievement, IQ and motivation, in one large correlational cohort study — related
• Effective teachers compound their advantage over consecutive years, and low-achieving students are disproportionately assigned to ineffective ones — related