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来源类型Working Paper
规范类型报告
DOI10.3386/w25255
来源IDWorking Paper 25255
Teacher Expectations Matter
Nicholas W. Papageorge; Seth Gershenson; Kyung Min Kang
发表日期2018-11-12
出版年2018
语种英语
摘要We develop and estimate a joint model of the education and teacher-expectation production functions that identifies both the distribution of biases in teacher expectations and the impact of those biases on student outcomes via self-fulfilling prophecies. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification of causal effects exploits teacher disagreements about the same student, an idea we formalize using lessons from the measurement error literature. We provide novel, arguably causal evidence that teacher expectations affect students' educational attainment: Estimates suggest an elasticity of college completion with respect to teachers' expectations of about 0.12. On average, teachers are overly optimistic about students' ability to complete a four-year college degree. However, the degree of over-optimism of white teachers is significantly larger for white students than for black students. This highlights a nuance that is frequently overlooked in discussions of biased beliefs: less biased (i.e., more accurate) beliefs can be counterproductive if there are positive returns to optimism or if there are socio-demographic gaps in the degree of teachers' optimism; we find evidence of both.
主题Microeconomics ; Economics of Information ; Health, Education, and Welfare ; Education ; Labor Economics ; Demography and Aging
URLhttps://www.nber.org/papers/w25255
来源智库National Bureau of Economic Research (United States)
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资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/582929
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GB/T 7714
Nicholas W. Papageorge,Seth Gershenson,Kyung Min Kang. Teacher Expectations Matter. 2018.
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