Teacher beliefs toward academically at risk students in inner urban schools

Research has consistently documented that teacher expectations influence student outcomes. These expectations are communicated via specific classroom behaviors and practices that differ substantially for high- vs. low-expectation students. Expectations, to a large extent, are a part of a personal belief system influenced by prior experience with diverse students, teachers' role definition, knowledge of appropriate strategies and techniques, and support services available. In urban schools where there are large proportions of academically at-risk students, these factors interact to determine whether or not students receive instruction necessary to improve their low achievement levels.