Students' migration backgrounds and low socioeconomic status can bias teacher expectations of student achievement in mathematics and German. The main goal of this intervention study was to inform, raise awareness, and provide opportunities to implement behaviors to modify primary school teachers' biased achievement expectations. Before and after the implementation of the teacher training, data were collected using teacher, student, and parent questionnaires and student achievement tests in mathematics and German. Regression analyses using a sample of 860 students from Grades 4 to 6 from 75 classes showed that students' migration backgrounds and socioeconomic status biased teacher expectations for pretests in mathematics and German. After the intervention, expectations in mathematics were unbiased by students' migration background among teachers in the test group, in contrast to the control group. This study provides evidence for strategies to modify biased teacher expectations through teacher training.

学生的移民背景和较低的社会经济地位可能会使教师对数学和德语对学生成绩的期望产生偏差。这项干预研究的主要目标是告知，提高认识并提供实施行为的机会，以改变小学教师偏向成就的期望。在实施教师培训之前和之后，使用教师，学生和父母的问卷以及以数学和德语进行的学生成绩测试来收集数据。回归分析使用了来自75个班级的4至6年级的860名学生的样本进行的分析表明，学生的迁移背景和社会经济地位偏向于教师对数学和德语预测的期望。干预后，学生对数学的期望没有偏见。与对照组相比，测试组教师之间的迁移背景。这项研究为通过教师培训改变偏向教师的期望的策略提供了证据。