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Self-Fulfilling Prophecies in the Classroom

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  • Andrew J. Hill
  • Daniel B. Jones

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 for fourth to eighth graders. Impacts are suggestively larger for students in earlier grades and in self-contained classes with the same math and reading teacher.

Suggested Citation

  • Andrew J. Hill & Daniel B. Jones, 2021. "Self-Fulfilling Prophecies in the Classroom," Journal of Human Capital, University of Chicago Press, vol. 15(3), pages 400-431.
    • Handle: RePEc:ucp:jhucap:doi:10.1086/715204
    DOI: 10.1086/715204
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    Cited by:

    1. Shi, Ying & Zhu, Maria, 2023. "“Model minorities” in the classroom? Positive evaluation bias towards Asian students and its consequences," Journal of Public Economics, Elsevier, vol. 220(C).
    2. Thomas van Huizen & Madelon Jacobs & Matthijs Oosterveen, 2024. "Teacher bias or measurement error?," Papers 2401.04200, arXiv.org, revised Feb 2024.
    3. Thomas van Huizen, 2021. "Teacher bias or measurement error bias? Evidence from track recommendations," Working Papers 2113, Utrecht School of Economics.

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