We Can’t Just Raise Expectations
What exactly is “a culture of high expectations” and how is it created? In fact, what are expectations? I ask these questions because I hear this catchphrase a lot, but it doesn’t seem like the real barriers to developing such a culture are well understood. If we are serious about raising expectations for all learners, we need to think seriously about what expectations are, how they work and what it might take to create environments that equalize high expectations for what students can achieve.
In this post I explain why I think the idea of “raising expectations” — when used carelessly and as a slogan — is meaningless. Expectations are not test-scores. They are related to standards but are not the same thing. Expectations are a complex and unobservable construct — succinctly, they are unconscious anticipations of performance. Changing expectations for competence is not easy, but it is possible — I get at some of that later.
Certain conditions, however, need to be in place — e.g., a broad conceptualization of ability, a cooperative environment etc. It is unclear that these conditions are present in many of our schools. In fact, many are worried that the opposite is happening. The research and theory I examine here suggest that extreme standardization and competition are incompatible with equalizing expectations in the classroom. They suggest, rather, that current reforms might be making it more difficult to develop and sustain high expectations for all students, and to create classrooms where all students experience similar opportunities to learn.
I get that we all care about the same fundamental issues here: Creating the conditions that support and lift all kids regardless of socioeconomic status, race or initial ability. But I think this goal is better served by understanding what expectations truly are — if we avoid this (somewhat tedious) task I am not sure how much real progress can be achieved. So, please bear with me.
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In social psychology, expectations — particularly expectations for competence — are implicit, largely unconscious,anticipations of the relative quality someone’s future performance. In other words, expectations are “quick predictions” about how much value someone’s contributions will add to the goal or task at hand. Various theories of group processes and interpersonal relations (see here for a good overview) have established that if the value of someone’s contributions or ideas is predicted to be high, that person will in fact receive more opportunities to contribute (e.g., express an idea, make a suggestion), other group members will defer to this person more often Shanker Blog » We Can't Just Raise Expectations:
