Date of Award


Document Type


Degree Name

Doctor of Education (Ded)


Educational and School Psychology

First Advisor

Mark J. Staszkiewicz, Ed.D.

Second Advisor

Joseph F. Kovaleski, D. Ed., NCSP

Third Advisor

Roger L. Briscoe, Ph.D.

Fourth Advisor

Lynanne Black, Ph.D.


This study involved the use of archival TESA program evaluation data from 129 middle school teachers who taught at public middle schools in Indianapolis, Indiana during the 2007-2008 school year. Teachers were asked to identify five high achieving students and five low achieving students in their classroom. Teachers then completed a survey about each of these ten students. This study examines the relationship between teacher expectations measured by their identification of students as high or low performing and race. This study also evaluated the impact that the implementation of Teacher Expectation Student Achievement Program (TESA), which was designed to increase teachers' awareness of discrepant expectations for students from different backgrounds, had on teacher's perceptions of student achievement. The analyses showed that race predicted teacher identification of high or low achieving students. In other words, teachers were more likely to classify African-American students as low achieving as compared to White students. TESA also produced more perceived academic gains for high achieving students than for low achieving students, and teachers rated TESA as more important with high achieving students than with low achieving students. Results also showed that teachers who implemented TESA in higher frequency perceived more academic gains for their students. Finally, there was not a difference between the impact that TESA had on African-American students and White students.