Early teacher expectations disproportionately affect poor children's high school performance

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A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools (2016, background): “Positive teacher expectations, support and motivation have progressive effects on students regardless of their risk status and particularly for lower income students (Gregory & Huang, 2013; Sorhagen, 2013).”
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, background): “In the international context, researchers have been interested in teacher expectations as a possible mechanism through which the achievement gap between majority and minority students, boys and girls, and students from more or less affluent families could emerge and grow (e.g., Glock and Krolak-Schw”
The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis (2018, background): “…Jussim, & Eccles, 1997) and students from low-income families and minority groups seem to be more susceptible to the detrimental effects of negatively biased teacher expectations (e.g., Hinnant, O’Brien, & Ghazarian, 2009; Jussim, Eccles, & Madon, 1996; McKown & Weinstein, 2008; Sorhagen, 2013).”