The Kalamazoo Promise and Perceived Changes in Teacher Beliefs, Expectations, and Behaviors

ABSTRACT

High teacher expectations are an essential component of quality education and are known to lead to positive outcomes for students. The authors examined perceived changes in teacher beliefs, expectations, and behaviors that result from the introduction of the Kalamazoo Promise, a universal postsecondary scholarship program. These perceptions were accessed through interpretive interviews with principals, counselors, teachers, and through interviews and surveys with students in the school district. Educators and students reported marked improvements in teacher attitudes and behaviors since the announcement of the Kalamazoo Promise. The authors discuss the implications of research findings and the potential of this scholarship program as a catalyst for systemic change in the district.

Keywords:

• evaluation research
• school reform
• teacher expectations

ACKNOWLEDGMENT

The evaluation of the Kalamazoo Promise is funded by U.S. Department of Education grant #R305A070381. Information about this evaluation can be viewed at: www.wmich.edu/kpromise.