“ People do better when more is expected of them” [1]. This study begins by introducing the Rosenthal and Jacobson study and the creation of the Pygmalion effect. In order to observe how expectations affect students more in depth, the conductors of the study analyzed the “National Center for Education Statistics’ Education Longitudinal Study, or ELS, which followed the progression of a nationally representative sample of 10th grade students from 2002 to 2012” [1]. They used the data to conduct logistic regression of academic outcomes on expectations and other areas report simple frequencies.
Their study showed some facts that seem evident such as that high school teachers that expect success from their students will make it more likely for their students to graduate from college, middle school teachers have lower expectations for students that are of color and/or disadvantaged backgrounds, and college preparation programs and other support systems that support high expectations have shown to be significant predictors of college graduation rates. They also found that the expectations that teachers had had long term effects on the students, and this was proven in places from Netherlands to University of Michigan and Rutgers University. The study, being longitudinal, thoroughly traced the effects of teachers’ expectations and predictions concerning their students, as long with the parents. What could be the most astounding fact is that the teachers tended to have low expectations for students who seemed to need high expectations the most. There was also a lot of subjectivity with what lead to certain expectations from the teachers. The most unique part of the study touched on raising expectations of teachers; to prepare them to accept and expect well from all kinds of students and use workshops and prep programs to make educators less bias [1].
Boser, U., Wilhelm, M., & Hanna, R. (2014, October 6). The Power of the Pygmalion Effect. Retrieved April 21, 2015, from https://www.americanprogress.org/issues/education/report/2014/10/06/96806/the-power-of-the-pygmalion-effect/
Their study showed some facts that seem evident such as that high school teachers that expect success from their students will make it more likely for their students to graduate from college, middle school teachers have lower expectations for students that are of color and/or disadvantaged backgrounds, and college preparation programs and other support systems that support high expectations have shown to be significant predictors of college graduation rates. They also found that the expectations that teachers had had long term effects on the students, and this was proven in places from Netherlands to University of Michigan and Rutgers University. The study, being longitudinal, thoroughly traced the effects of teachers’ expectations and predictions concerning their students, as long with the parents. What could be the most astounding fact is that the teachers tended to have low expectations for students who seemed to need high expectations the most. There was also a lot of subjectivity with what lead to certain expectations from the teachers. The most unique part of the study touched on raising expectations of teachers; to prepare them to accept and expect well from all kinds of students and use workshops and prep programs to make educators less bias [1].
Boser, U., Wilhelm, M., & Hanna, R. (2014, October 6). The Power of the Pygmalion Effect. Retrieved April 21, 2015, from https://www.americanprogress.org/issues/education/report/2014/10/06/96806/the-power-of-the-pygmalion-effect/