As part of a study, prior to the start of a new school year, teachers were given a list of the students who would be entering their classrooms. Next to each student’s name was an indication that the student was a “poor,” “average,” or “excellent” pupil. At the end of the year, the grades the students earned were compared to the ratings their teachers had been given earlier. For the most part, the performance of the students matched the level of academic capability indicated on the list.
The “kicker” in this study was that the “poor,” “average,” and “excellent” notations were made entirely at random. There was no connection between an individual’s rating and his or her past performance, test scores, readiness assessments, or anything else. In other words, it was clear that during the school year, the students lived up to the high or low expectations of the teachers rather than to their actual potential.
The implications of this study are tremendous and tragic. For generations, large groups of children have been doomed to less than stellar scholastic records due to popular prejudices and preconceived notions concerning their race, ethnicity, or gender. And countless individual kids have never been allowed to develop their capacities fully because of conscious or unconscious beliefs and at udes their teachers acquired as the result of experiences with older siblings, comments written in their official records, or offhand remarks made by colleagues.