Strong Students Get Stronger and the Struggling Continue to Struggle
The “Matthew”-effect originally described the concept that “the rich get richer and the poor get poorer” (3). However, since the term’s coining in 1968, it has been applied to the educational phenomenon in which “strong students get stronger and struggling students struggle even more” (3). In their paper, “Is teacher judgment accuracy of students’ characteristics beneficial for verbal teacher-student interactions in classroom?,” authors Maralena Pielmeier et al. explain that students with already high pre-achievement and high levels of confidence in a given subject are more likely to be verbally engaged in class, while students with lower pre-achievement and self-confidence are less engaged. However, if teachers can accurately judge students’ levels of student achievement and confidence, they may be better able to address the needs of lower performing students and help mitigate the “Matthew”-effect.