ABSTRACT
This chapter uses both student achievement and teacher expectations were measured repeatedly over several years. Professor Humphries' analyses confirmed our findings that student's achievements determined the formation of later teacher's expectations rather than the reverse. More specifically, using factor analysis one demonstrated that student achievement in one year was a more robust predictor the next year of expectation than the reverse. The statistic allows the inference of preponderant causation, a response to the 'chicken-egg' issue. In his doctoral dissertation, Professor Anderson noted that high expectation students seemed to dislike being expected to do well. The 'Liza effect' clearly flies in the face of the idea that low expectancy uniformly causes low achievement. All of these responses should engender a strong commitment to individual differences in this area of human affairs. Oddly enough, several of the more notable expectation research efforts had the data sufficient to analyze achievement effects on expectation yet chose to only examine expectation on achievement.
