Educational attainment and Teacher expectations for rural youth

What is it about?

We demonstrate that teachers are more likely to hold lower expectations for rural students from disadvantaged backgrounds. In addition, teachers who are non-local and possess low efficacy beliefs hold lower expectations for rural children compared to local teachers and those with high efficacy beliefs, respectively.

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Why is it important?

We highlight the potentially negative classroom consequences of current State policy incentives that encourage college graduates and urban educators to teach in rural areas. We also raise concern about the State’s success to transform vocational education into an attractive alternative to the academic track in rural areas.