Self-Fulfilling Prophecies in the Classroom

34 Pages Posted: 10 Aug 2017

See all articles by Andrew Hill

Andrew Hill

Montana State University - Bozeman - Department of Agricultural Economics and Economics

Daniel Jones

University of Pittsburgh - Graduate School of Public & International Affairs

Date Written: August 9, 2017

Abstract

Do teachers’ expectations directly impact student achievement? We draw on administrative data from North Carolina schools that report both student test scores and teachers’ expectations of students’ performance on these tests. Employing student fixed effects and instrumental variables strategies to overcome endogeneity concerns, we find that higher exogenously-determined teacher expectations increase test scores by nearly one-tenth of a standard deviation. Impacts are generally larger for students in earlier grades.

Keywords: education, self-fulfilling prophecies, expectations

JEL Classification: I20

Suggested Citation

Hill, Andrew and Jones, Daniel, Self-Fulfilling Prophecies in the Classroom (August 9, 2017). Available at SSRN: https://ssrn.com/abstract=3016029 or http://dx.doi.org/10.2139/ssrn.3016029

Andrew Hill

Montana State University - Bozeman - Department of Agricultural Economics and Economics

Bozeman, MT 59717-2920
United States

Daniel Jones (Contact Author)

University of Pittsburgh - Graduate School of Public & International Affairs ( email )

Pittsburgh, PA 15260-0001
United States

HOME PAGE: http://danielbjones.weebly.com

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