Do teacher judgments of student intelligence predict life outcomes?

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

“…Because of this broad exposure, teachers are often expected to be able to provide differential diagnostic information on their students that go far beyond the measure of their performance on academic tasks in specific domains (Spinath, 2005). Consequently, teachers' judgments are widely used selection or screening criteria for either giftedness identification (e.g., Pfeiffer & Jarosewich, 2007) or the identification of special education needs in reference to learning disabilities in specific domains (see Fischbach, Baudson, Preckel, Martin, & Brunner, 2013).…”

Demographic and psychological predictors of grade point average (GPA) in North-Norway: a particular analysis of cognitive/school-related and literacy problems

“…The GPA score is also a reliable true score indicator as it is based on the mean of all the grades contributing to a student's degree. Moreover, the GPA predicts future university achievement (Richardson, Abraham, & Bond, 2012), job performance (Roth, BeVier, Switzer III, & Schippmann, 1996), salary (Roth & Clarke, 1998), and other key life outcomes such as socioeconomic status, and subjective well-being (Fischbach, Baudson, Preckel, Martin, & Brunner, 2013). Studies examining factors that underpin GPA are needed in order to understand the reasons for such individual differences, and in the next step, preventing drop-out.…”

Understanding elementary teachers' perceptions of students of color and low socioeconomic status students

“…For some educators, whiteness can be viewed as social capital, affording power and privilege (Morris, 2005) to White students. This indicates the possibility of preferential treatment and overestimation of White students' abilities (Fischbach, Baudson, Preckel, Martin, & Brunner, 2013;Sorhagen, 2013). Overestimation of student abilities, regardless of their race or circumstances, has not been found to be harmful to students (Fischbach et al, 2013;Sorhagen, 2013), while underestimation has been found to be damaging, particularly to already disadvantaged or marginalized students (Fischbach et al, 2013;Sorhagen, 2013).…”

“…Overestimation of student abilities, regardless of their race or circumstances, has not been found to be harmful to students (Fischbach et al, 2013;Sorhagen, 2013), while underestimation has been found to be damaging, particularly to already disadvantaged or marginalized students (Fischbach et al, 2013;Sorhagen, 2013). Disadvantaged and marginalized student groups have been found to have lasting longitudinal effects such as impairment of students' intellectual development due to limited learning opportunities (Fischbach et al, 2013), lower test scores (Alvidrez & Weinstein,1999;Fischbach et al, 2013;Sorhagen, 2013), and underachievement as compared to their demonstrated academic achievement (Sorhagen, 2013).…”

“…Several researchers cite Rosenthal and Jacobson's (1969) Pygmalion in the Classroom as a pivotal empirical study on the impact of teacher expectations and classroom bias on students; specifically, the study sought to discover the effect of teacher prejudices on student achievement (Alvidrez & Weinstein, 1999;de Boer et al, 2010;Fischbach et al, 2013;Sorhagen, 2013). Researchers found that students flourished with positive expectations and feedback, regardless of ethnicity or social status (de Boer et al, 2010).…”