Abstract
The Elementary School Journal Volume 84, Number 4 ? 1984 by The University of Chicago. All rights reserved. 0013-5984/84/8404-0006$01.00 Over the past decade, research on classroom and school effects has presented considerable evidence of a positive link between teacher expectations and student achievement. Drawing from this research base, the model employed by the Connecticut Department of Education to help schools improve their effectiveness acknowledges high expectations as one of the principal characteristics that differentiate more effective from less effective schools
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