The Relationship between Academic Achievement and Teacher Expectations of Native Children in a Northern Manitoba School.

Abstract

Age-grade retardation and academic deceleration among Native learners have motivated the authors to investigate the relationship between academic achievement and teacher expectations in a small northern Manitoba community school. Grade three and four children were administered the Canadian Test of Basic Skills to estimate their academic achievement. The Teacher Rating of Pupil Attitude was used to ascertain teacher expectations. Correlations were obtained using the Pearson Product- Moment correlation technique. The correlation between academic achievement and teacher expectations for grade three (N = 22) was statistically significant at .64 (p < .05); for grade four (N = 19) .45, significant at (p < .05); and for the total group (N =41) .50, significant at(p< .05). Recommendations center on the need to advance consciousness among teachers of Native learners of their potential influence on the achievement levels of their students. Communication of high expectations and related teaching competencies, specifically of a diagnostic-prescriptive nature, might be helpful in alleviating a problem that is already approximating crisis proportions. It is also suggested that a follow-up study with a larger sample, opportunities for cross-validation, and pre- and post-measures be carried out.