Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/306337 
Year of Publication: 
2024
Series/Report no.: 
Working Paper No. 454
Publisher: 
University of Zurich, Department of Economics, Zurich
Abstract: 
We study the effect of communicating student-specific teacher expectations on academic performance. We randomize whether students (a) receive high-performance expectations, (b) are additionally paired with a classmate for encouragement, (c) receive information about past performance, or (d) receive no message. Expectations increase math scores by 0.19σ, with especially large effects among students who randomly received ambitious expectations and were predicted to perform poorly. Information provision has comparably large effects (0.16σ), particularly in schools with low parental literacy. However, pairing students only improves scores when peers have similar characteristics. Our findings highlight low-cost, sustainable ways of leveraging teachers to improve performance.
Subjects: 
Expectations
Information
Peer Effects
Motivation
Performance
JEL: 
D91
D84
I24
I25
C93
D83
Persistent Identifier of the first edition: 
Document Type: 
Working Paper

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