Medical Research Council Integrative Epidemiology Unit at the University of Bristol, Bristol, BS8 2BN, UK.
Population Health Sciences, Bristol Medical School, University of Bristol, Barley House, Oakfield Grove, Bristol, BS8 2BN, UK.
Sci Rep. 2022 May 3;12(1):7120. doi: 10.1038/s41598-022-11347-w.
Teacher expectations of pupil ability can influence educational progression, impacting subsequent streaming and exam level. Systematic discrepancies between teacher expectations of pupil achievement may therefore have a detrimental effect on children's education. Associations between socioeconomic and demographic factors with teacher expectation accuracy have been demonstrated, but it is not known how teacher expectations of achievement may relate to genetic factors. We investigated these relationships using nationally standardized exam results at ages 11 and 14 from a UK longitudinal cohort study. We found that teacher expectation of achievement was strongly correlated with educational test scores. Furthermore, the accuracy of teacher expectation was patterned by pupil socioeconomic background but not teacher characteristics. The accuracy of teacher expectation related to pupil's genetic liability to education as captured by a polygenic score for educational attainment. Despite correlation with the polygenic score, we found no strong evidence for genomewide SNP heritability in teacher reporting accuracy.
教师对学生能力的期望会影响教育进程，从而影响后续的分流和考试水平。因此，教师对学生成绩的期望差异可能会对儿童的教育产生不利影响。已经证明了社会经济和人口统计学因素与教师期望准确性之间存在关联，但尚不清楚教师对成就的期望如何与遗传因素相关。我们使用英国纵向队列研究中年龄在 11 岁和 14 岁时的全国标准化考试成绩来研究这些关系。我们发现，教师对成就的期望与教育考试成绩密切相关。此外，教师期望的准确性受到学生社会经济背景的影响，但不受教师特征的影响。教师期望的准确性与学生在教育方面的遗传倾向有关，这种遗传倾向可以通过教育成就的多基因评分来捕捉。尽管与多基因评分相关，但我们没有发现教师报告准确性的全基因组 SNP 遗传力的有力证据。
