Will it matter who I’m in school with? Differential influence of collective expectations on urban and rural US schools

• Main Author: Trinidad, Jose Eos R
• Format: text
• Published: Archīum Ateneo 2019
• Subjects: High expectations; Wisconsin model; urban-rural education; peer effects; status attainment; Education; Educational Assessment, Evaluation, and Research; Educational Psychology
• Online Access: https://archium.ateneo.edu/is-faculty-pubs/20; https://www.tandfonline.com/doi/abs/10.1080/09620214.2019.1673791?journalCode=riss20
• Institution: Ateneo De Manila University

Aside from a student’s personal desire to pursue higher education, a culture of high expectations in a school can have important consequences on the individual’s achievement. However, the school’s ‘collective expectation’ is affected by many contextual factors like urbanicity. Contributing to the research on urban-rural difference in education and nuancing the importance of having a culture of high expectations, this research examines how collective expectations affect student achievement differently in urban and rural schools. Using hierarchical linear models of a longitudinal sample of US high school students, the research shows how collective expectations have significant influence on short- and long-term outcomes of urban school students, but no significant ones on rural school students. It suggests the importance of shared expectations in urban schools, and how expectations – both individual and collective – can be leveraged to help students.