Teacher expectations and academic achievement in Latino students

Educational Leadership in Latino Students

Flow of Information:

Introduction/Preliminary Lit Analysis

Status of Performance of Latino Students

Why Study Latinos?

Why the Latino Performance is Low?

How to change the situation?

Los Angeles Specific Data/Information

Increase & Improve Teacher/School Parent Communication

Train the teachers - Development

Improve Substitute Teaching

Set High Expectations

Latino Experience in Princeton

Tracking of Students' Performance - Is it Right?

Latino Para-Educator Vs Latino Student

How do teacher expectations affect student outcomes?

This study was intended to investigate whether teacher expectation of student performance directly or indirectly affects a student's likelihood for achievement and success. Specifically this study will examine the phenomena of teacher expectation on Latino students, though it is expected that the results of this study will be generalize able to the general student population, inclusive and exclusive of other minority groups.

It was anticipated that exploration of student performance would provide insight into the significance of teacher's expectations on student's academic achievement. Researchers have examined the dynamic that exists between student performance and teacher expectation for some time. Traditionally in schools throughout America, students are assigned certain educational "tracks" early on, where they are segregated into groups that correspond to a teacher's expectation of low, high or gifted performance. Studies suggest that once students are assigned to a particular group, they are likely to continue in that group throughout the duration of their educational career.

The study also intends to prove that students who are subjected to continual poor outlook subsequently develop lower expectations for their personal achievement and perform accordingly. Students who time and time again are perceived as being "less than" eventually begin to develop a self-fulfilling prophecy, where they truly begin to believe that they are capable of less than there peers. The Latino population was selected for many reasons. In many school districts, the population of students who speak Spanish as their primary language is growing.

In the L.A. school district for example, a majority of students (more than 93%) that do not speak English speak Spanish. Schools in districts like this should be teaching children of all backgrounds and ethnicities with the same high standards of achievement and mastery without exception. This often however, is not the case. Despite massive school reforms that occurred throughout the 1980s and 1990s, achievement gaps still persist among different groups, including Latino students. Latino students make up a majority of the student body in many school districts. Despite this, their performance is often highlighted as being far below that of their peers.

The reasons for this have not been adequately studied. Part of the intention of this study is to assess to what extent pre-conceived notions, placement and teacher expectation have on the potential for success among this population. It is expected that the results will indicate a direct correlation or positive relationship between teacher expectation and student performance. It is also expected that the expectation of teachers will have a long lasting impact on a students future potential for success regardless of their actual ability.

Some research has suggested that widely held values and beliefs about race, ethnicity, social status, gender and disability as well as assumptions regarding children's achievement potential are responsible for widening the educational gaps that exist among Latino students and other minority and majority groups. Teacher's low expectations for student performance among Latino populations and other minorities or low-income groups such as Native American and African-American, whether out of misplaced "sympathy" or frustration, are often self-fulfilling. Meaning, low expectations from teachers very often produce a correspondingly low level of curriculum.

This curriculum is often presented in a negating manner, which results in low performance and low student achievement. Students come to expect a lower standard or performance, and are more than likely discouraged from pursuing advanced endeavors or more challenging programs. The possibility also exists that many students have the potential to excel, but the framework through which education is provided to them does not optimize their learning capability. Thus, their talent goes to waste and students are categorically left in low track patterns leading to failure rather than success and achievement, from both an academic and social perspective.

This study assumed that future success of students is also contingent upon the ability of teachers to infuse students with a sense of self-worth and capability. Research suggests that a close tie exists between teacher expectations, student - teacher interaction and future continued success. A large portion of a students potential for success relies upon their ability to dynamically interact with the student body and later, the faculty during their educational careers. Students who are not nurtured at an early age to be high performers and interact on a comfortable and natural basis may be deprived of some of the opportunities that may come their way later in life.

Statement of Hypothesis/Research Questions

This study examines the following primary hypothesis:

A) Teacher's low expectations for student performance results in low student achievement. The hypothesis is supported by the premise that students who are subjected to frequent low expectations will self-fulfill, and eventually develop low expectations for themselves.

B) Secondarily, this study aims to examine the following hypothesis: Students will realize significant gains and achievement when teachers raise expectations. This study intends to investigate the theory that students develop a sense of self-concept and confidence through interactions. Their ability to interact is directly influenced by teachers' willingness to promote interaction and communication in the classroom, as well as a teacher's ability to generate warmth and a sense of camaraderie.

Related to this, a third hypothesis will be examined, the idea that achievement oriented curriculums presented in a positive manner and with positive associations, when combined with self-esteem-based programs, will result in higher academic success across all gender, ethnic and socio-demographic groups. Research suggests that low expectation programs might have a more dramatic impact than high expectation programs; regardless of this, students exposed to achievement oriented programs are more likely to believe that they have the ability to accomplish their goals and build successful relationships. Students in achievement oriented programs are more likely to push themselves to succeed, regardless of external obstacles faced including socio-demographic, race and gender differences.

Thus, the following questions will be examined:

How do teacher expectations reflect upon student achievement?

What types of curriculum are necessary to engage Latino students and promote academic success?

What teaching methods might result in a more comprehensive learning environment where the link between teacher expectation and student performance is better mitigated?

How is self-esteem influenced by teacher expectation; is teacher expectation more damaging or influential for certain groups?

How can teachers generate a sense of self-confidence and warmth in the classroom?

What techniques need to be utilized by instructors to infuse the classroom with success and comfort?

What factors are preventing Latino students from excelling in traditional classroom environments?

Problem Statement (or Purpose)

The purpose of this study is to prove that the basis for achievement among Latino students rests in part upon the ability of educators to expect the best from students. The study will also show how teacher expectations of performance relate to actual performance, and whether teacher expectation results in self-fulfilling prophecies for students at all levels of the educational system.

Assumptions

This study also assumes that teacher performance does affect student achievement and outcome. The study assumes that the information gathered can be applied to minority and majority populations in school systems throughout the Nation, not those limited to the greater CA area.

Limitations

Barriers to this study include the willingness of people to participate in qualitative or quantitative research related to the importance of teacher expectation. Some teachers and educational facilities within the U.S. are likely to be reluctant to participate in the study as they are not willing to divulge extraneous information related to teaching practices. Undoubtedly a minority will be short of time. The study is also limited in scope to primarily schools within the LA county school district. It is possible that students in other regions may be affected in a slightly different manner.

DEFINITIONS

Tracking - The practice of sorting students into different programs of study based on their perceived academic ability. Often used synonymously with 'ability grouping' or 'homogenous grouping' (Datnow, 1998)

Curriculum Differentiation - often used synonymously with tracking, to describe the practice of segregating groups or populations of students based on perceived academic ability.

IQ - Intelligence Quotient

SAT - Scholastic Aptitude Test

AP - Advanced Placement

LAUSD - Los Angeles Unified School District

Carino- a demonstration of affection commonly utilized in the Latino community, characterized verbally through endearments such as mijo/a (my son/daughter), papito (little daddy), and mi amor (my love). Carino is sometimes also expressed through touch and facial expression.

Responsive Teaching - Method whereby teaching methodology is individualized and more responsive to a student's unique progress. Teaching subsequently stimulates and engages students in a proactive manner.

Corrective Feedback - technique of teaching whereby teachings teachers respond to individual needs of students

Floors - minimally acceptable achievement and educational standards

CHAPTER II

LITERATURE REVIEW

This study examines the idea the notion that a positive correlation exists between teacher expectation and student performance. The review will examine historical and statistical data related to teacher expectation and curriculum models on performance, specifically as related to minority and the Latino population. The study will also examine case studies where student performance was or is affected by expectation and tracking programs. Additionally, reforms and programs targeted toward improvement will be evaluated for their efficacy and relevance. The aim of this study is to not only uncover expectation obstacles that Latino students face, but also attempt to assess whether readily realizable solutions are available for students and teachers alike.

In a formative study conducted by Rist (1970), kindergarten students, first and second grade children in a poor, black, urban school were examined to assess to what extent teachers decided their students' academic potential. Teachers very often utilize initial judgments and perceptions when ranking students according to their perceived ability and potential for success. Very often these perceptions are not based on sound scientific analysis, but rather circumstance and assumption.

Rist discovered that subjective judgments made regarding the academic ability of the children and the subsequent "tracks" or academic curricula they were placed on reflected not their true abilities, but rather the non-academic characteristics placed on them, such as the children's physical appearance, interactive behavior, use of language and known social status. Teachers had a tendency to place students within three seating arrangements that corresponded to their expected level of performance.

Once students were labeled, a "self-fulfilling prophecy" began to operate within the classroom. Performances of students placed in certain groups met teacher expectations; students for example, who were placed in the accelerated learning group generally performed at a high level, whereas students placed in slower groups performed correspondingly slower or at a reduced pace. Unfortunately, the study showed that this may not be a temporary condition.

In this particular instance, the placement created by the kindergarten teacher continued throughout elementary school. Thus, regardless of their true ability, children who were initially placed in the lower group were labeled as 'slow learners' and were likely to stay in this group for the remainder of their educational life.

In a similar study, Oakes (1985) found that intelligent quotient (IQ) scores of senior high school students decreased when they were put into lower categories of educational study. When track placements and student background characteristics were considered together, a trend indicated that poor and minority students were often disproportionately placed in low-ability or non-college bound tracks, and were also under-represented in programs reserved for gifted and talented students (Oakes, 1986). One explanation of why it might be difficult for those placed in low tracks or labeled as "slow learners" to increase social mobility is provided by Madon, et al. (1997, p. 805): "research shows that, in comparison to lows, teachers interact more with highs, are friendlier to highs, prepare more for highs, and provide highs with greater opportunity to learn and display knowledge."

Teacher expectations were also examined by Sadker & Sadker (1994). Their research reveals that teachers were more likely to call on boys than girls, and to take more time responding to questions that were generated from boys than from girls. Interestingly, in this circumstance girls were considered equals to boys related to academic achievement in early years of schooling despite this deficiency. However, at the end of high school, girls scored lower in both achievement and self-esteem. The study showed that girls also performed much lower on standardized college entrance examinations such as the SAT.

These lower schools tended to lead to lower numbers of scholarship opportunities and career opportunities or girls.

Sadker & Sadker thus argued that girls do not receive equivalent educational opportunities when compared to their male counterparts.

Expectations of a student's ability also relate psychologically to a child's ability to develop a healthy self-concept. Shavelson, Hubner and Stanton (1976) report that self-concept often develops in the early stages of life, and is influenced in particular by environmental reinforcements and significant others (defined as parents and teachers), and is "altered very little over the course of time."

From a systemic point-of-view, studies that have analyzed the impact of social class and parental education on educational attainment have time and time again revealed that offspring of parents with higher class status and higher levels of education do better academically than those in lower classes or with lower education levels (Arellano & Padilla, 1996; Bowles & Gintis, 1976; Egerton, 1997; Nakhaie & Curtis, 1998). This status in and of itself indicates that the Latino population may be at a disadvantage, as proportionately larger numbers are living in lower socio-demographic conditions. One explanation that was given for this noted discrepancy and disadvantage was that individuals in higher status groups generally have a higher 'cultural capital.'

Low achievement and low self-concept can be improved by encouraging and positive interactions with teachers, including an expressed interest in a student's progress, or the ability of teachers to engage students in faculty research projects (Madon et. al, 1997; Nagda et. al, 1998; Page, 1997). Undergraduate students take advantage of opportunities offered by colleges depending upon the differential cultural capital they bring with them. The way in which students are labeled and treated by faculty members significantly impacts a students potential for success, and likelihood for initiating further successful and promising contacts.

Students are also more likely to seek out interactions when they have specifically been socialized to seek out such relations early on. Socializing children early enables them to better 'play the game' and continue to gain a competitive advantage later on during their academic careers. Students that do not self initiate social interactions, whether from low self-concept ideals resulting from low expectations or self-fulfilling prophecies, are generally not going to receive the same benefits that those students who do will. For example, the inability to maintain and initiate positive relationships could inhibit a decision to continue on to graduate school.

Faculty have the ability to enhance their positions as "gatekeepers," through informal interaction with students, and influence who gets into graduate school by controlling the social and academic integration of graduate students by allocating assistant-ships and provide opportunities to work on research projects or attend professional meetings, even co-author manuscripts (Clark & Garza, 1994; Margolis & Romero, 1998). Thus, one may adequately conclude that students who interact more are better able to enter the "inner circles" of academia, as opposed to those who do not interact and who are left shut out. Teacher expectation is the initial point of contact that leads to this eventual success or failure.

A majority of urban schools currently serve minorities such as the Latino population, and are generally more vulnerable to society's preconceptions of biases regarding race and ethnicity, income & class. Many school districts within the nation are intervening, and attempting to take an active role in addressing low performance. Some examples of this are the Cross City Campaign, which has focused on equity and accountability since school reform leaders from Chicago, Denver, Los Angeles, New York, Philadelphia and Seattle first founded the organization in 1993.