Leibniz Institute for Research and Information in Education
Same Idea, Shifting Standards: An Experimental Study of Racial-Ethnic Biases in Ambitious Math Teaching
Teacher expectations and judgments about student capabilities are predictive of student achievement, yet such judgments may be influenced by salient dimensions of student identity and invite biases. Moreover, ambitious math teaching may also invite teacher biases due to the emphasis on student… more →
English Learner Labeling: How English Learner Status Shapes Teacher Perceptions of Student Skills & the Moderating Role of Bilingual Instructional Settings
Prior research has shown that EL classification is consequential for students, however, less is known about how EL classification impacts students’ outcomes. In this study, we examine one hypothesized mechanism: teacher perceptions. Using nationally-representative data (ECLS-K:2011), we use… more →