Exploring Longitudinal Changes in Teacher Expectancy Effects on Children’s Mathematics Achievement

The authors wish to better understand the developmental effect of mathematics teacher expectations on future student achievement. Results indicate that students’ experiences with teacher expectations from 1 time point to the next are not significantly associated with one another, but their association with future student achievement grows over time. Teacher expectancy effects in mathematics are stronger for White girls, minority girls, and minority boys than they are for White boys. Implications for teaching are discussed.