Preservice teachers’ evaluations of students’ achievement development in the context of school-track recommendations

We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated by two successive school reports, when making secondary school-track recommendations. We used student vignettes to mimic real students and orthogonally varied student gender, their GPA development (positive vs. negative), and the grand mean of grades. We found that students who improved were more...