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It explains that expectations influence teacher–student interactions, support, and opportunities for success, and can create self-fulfilling outcomes. The review examines biased expectations linked to race and socioeconomic status, including effects on students experiencing poverty and the role of growth mindset, relationships, and classroom behavior. It highlights carefully designed interventions to raise expectations while reducing disparities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impacts-of-teacher-expectations-on-student-outcomes-a-practitioners-literature-review-august-2024/587712/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impacts-of-teacher-expectations-on-student-outcomes-a-practitioners-literature-review-august-2024/587712.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do teacher expectations affect student outcomes during the school year?","Question",{"text":112,"@type":113},"Teachers’ expectations shape daily interactions, including the support and opportunities they provide. Lower expectations typically lead to fewer chances for success and poorer academic performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does research say about biased teacher expectations by race or socioeconomic status?",{"text":117,"@type":113},"Studies show teachers’ expectations often differ by student characteristics such as race and socioeconomic status. These disparities can drive self-fulfilling prophecies that reduce students’ academic performance.",{"name":119,"@type":110,"acceptedAnswer":120},"What mechanisms connect biased expectations to differences in achievement?",{"text":121,"@type":113},"The review highlights teacher mindsets, teacher–student relationships, and teacher behavior as key mechanisms. These factors can influence perceived potential, interaction quality, and access to learning opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587712,1792230439,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Impacts of Teacher Expectations on Student Outcomes  \nA Practitioner’s Literature Review  \nAugust 2024  \nThe Impacts of Teacher Expectations on Student Outcomes: A Practitioner’s Literature Review  \nIntroduction  \nTeachers' beliefs about their students significantly impact how well students perform academically , and most studies focus on how these beliefs influence academic achievement. Research suggests that teachers' expectations of students are shaped by their beliefs about what different groups of students (such as those defined by race or socioeconomic status) can achieve when given appropriate learning opportunities. These expectations also stem from whether teachers believe students' abilities are fixed or can be developed (known as a growth mindset), as well as the quality of teacher-student relationships. Biased expectations can lead teachers to treat students differently in terms of the skills they teach or the support they provide. To improve student achievement , interventions should focus on factors aimed at raising teacher expectations. However, such interventions must be carefully designed, as some efforts have increased racial disparities (Porowski et al. , 2014) .  \nTeacher Expectations Predict Student Outcomes  \nThroughout the school year, teachers' expectations shape their interactions with students , significantly influencing educational outcomes. When teachers have lower expectations , they tend to provide less support and fewer opportunities for student success, leading to poorer academic performance.  \nFigure 1 below represents a process model developed by Brophy and Good (1970) , and further confirmed by Rosenthal and Jacobson (1968) , highlighting how teachers' beliefs about their students' abilities influence their interactions and subsequent outcomes. For instance, students whose teachers have lower expectations may receive less favorable treatment, potentially impacting their academic and overall school performance. Studies such as The Opportunity Myth (TNTP, 2018) underscore the benefits of high teacher expectations, showing significant academic gains for students whose teachers believe in their potential.  \nFigure 1. Process model of teacher expectations on student outcomes as proposed by Brophy & Good (1970).  \nBiased Teacher Expectations  \nResearch in social psychology highlights how biases influence teachers' attitudes and behaviors towards students. Studies consistently find that teachers' expectations vary based on student characteristics like race and socioeconomic status. For example, there is evidence that teachers often hold lower expectations for Black and Latinx students compared to their white peers (Wang et al. , 2018; Campbell, 2015) . This disparity can create a self-fulfilling prophecy, where students conform to these expectations and consequently show lower academic performance (McKown & Weinstein, 2008; Shepard, 2011) .  \nSimilarly, students experiencing poverty often face lower expectations from teachers, which can negatively impact their academic engagement and achievement (Timmermans et al. , 2015; Fitzpatrick et al. , 2016) . However, studies also indicate that high expectations from teachers can serve as a protective  \nfactor for students experiencing poverty , enhancing their academic outcomes and aspirations (Gregory & Huang, 2013; Van den Broeck et al. , 2020) .  \nBiased expectations based on race and socioeconomic status often stem from stereotypes and generalizations about students' intellectual capabilities. These stereotypes influence how teachers perceive their responsibility for student learning, potentially affecting educational outcomes (Devine & Elliot, 1995; Durante & Fiske, 2017; Diamond et al. , 2004) .  \nMoreover, biases can lead to overly high expectations for certain students, particularly those who are more affluent or white, which may also impact educational outcomes (Tobisch & Dresel, 2017;  \nPapageorge et al. , 2018) .  \nUnderstanding how biases sh","cbCail06N5eoQlQe","https://ap.wps.com/l/cbCail06N5eoQlQe","pdf",161109,"English","# Introduction\n# Teacher Expectations Predict Student Outcomes\n# Biased Teacher Expectations\n## Race and socioeconomic status differences\n## Poverty-related expectations and protective factors\n# Understanding How Biased Expectations Lead to Differences in Achievement\n## Mindset, relationships, and teacher behavior","[{\"question\":\"How do teacher expectations affect student outcomes during the school year?\",\"answer\":\"Teachers’ expectations shape daily interactions, including the support and opportunities they provide. Lower expectations typically lead to fewer chances for success and poorer academic performance.\"},{\"question\":\"What does research say about biased teacher expectations by race or socioeconomic status?\",\"answer\":\"Studies show teachers’ expectations often differ by student characteristics such as race and socioeconomic status. These disparities can drive self-fulfilling prophecies that reduce students’ academic performance.\"},{\"question\":\"What mechanisms connect biased expectations to differences in achievement?\",\"answer\":\"The review highlights teacher mindsets, teacher–student relationships, and teacher behavior as key mechanisms. These factors can influence perceived potential, interaction quality, and access to learning opportunities.\"}]","The Impacts of Teacher Expectations on Student Outcomes - A Practitioner’s Literature Review - August 2024 | PDF",1792062783,18]