Curriculum tracking and teacher expectations: evidence from discrepant course taking models

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Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, methodology): “For this reason, this type of fixed-effects model has been used recently to study the effects of teacher expectations (Kelly & Carbonaro, 2012), and to estimate the effect of teacher characteristics (Dee 2005, 2007) and class size (Dee & West, 2011) on achievement growth.”
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, background): “Moreover, teachers’ expectations were found to be associated with their perceptions of the students’ social behavior in the classroom (Bennet et al. 1993; Driessen 2006; Hecht and Greenfield 2002; LaVoie and Adams 1973) and engagement (Kelly and Carbonaro 2012; Rubie-Davies 2010).”