Curriculum tracking and teacher expectations: evidence from discrepant course taking models
Abstract
In an effort to understand teacher-student relationships much research has investigated how teacher expectations of student performance in the classroom affect achievement growth. However, little research has focused on how teacher expectations of students’ educational attainment are formed. In this paper, we examine how students’ high school track placements affect teacher expectations regarding students’ educational attainment in the NELS...
Paper Details
Title
Curriculum tracking and teacher expectations: evidence from discrepant course taking models
Published Date
Mar 31, 2012
Volume
15
Issue
3
Pages
271 - 294
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