The power of teachers’ expectations is an issue that must be carefully studied and discussed. It is especially important that educators engage in a sober self-reflection on the expectations we hold for students, especially poor children of color.
That is why educators from all perspectives should join in condemning another simplistic paper by the Center for American Progress (CAP). After rejecting the latest example of the CAP's teacher-bashing, we should all double down on the study and discussion of teachers' expectations, and seek to improve our ability to improve education outcomes for all children, especially students who traditionally have been stigmatized.
CAP's The Power of the Pygmalion Effect ostensibly supports Common Core while implicitly blaming teachers for the achievement gap. Authors Ulrich Boser, Megan Wilhelm, and Robert Hanna proclaim that the 10th grade students who they studied who “had teachers with higher expectations were more than three times more likely to graduate from college than students who had teachers with lower expectations.”
Such a claim should require a complex research model which takes into account family, peer effects, and systemic factors that contribute to college readiness. Boser et. al, however, attribute those differential outcomes to teachers’ answer to a 2002 NAEP question about their students’ chances to succeed in higher education. Their definition of “expectations” was based on how teachers answered the question “'how far in school … [do] you expect this student to get,’ including high school, college, and beyond.” Their paper made only a cursory effort to parse the actual accuracy of those opinions.