In this study we want to gain insight in the possible causes of low academic achievement of pupils from ethnic minorities in socially and ethnically segregated primary schools in Flanders. Research shows an important effect of the teacher on students’ cognitive and affective outcomes. The teachers’ perceptions seem to play a crucial role on these outcomes.              
This study examines the relation between teacher perceptions and student achievement in reading- and listening comprehension, taking into account the ethnic diversity at school. A two-level multilevel analysis is used. For this purpose, 304 teachers in 26 socially and ethnically segregated primary schools were asked to complete a questionnaire about teachers’ perceptions, more specifically teachability and teacher trust. Reading and listening comprehension was tested in 1437 primary school pupils (age 7/9) in the same 26 schools.

Past research of school effectiveness did not contribute to the improvement of education for specific groups of students, for example students from ethnic minorities (Kyriakides & Creemers, 2011). These pupils often have less parental support and an unfavorable educational position. Consequently, they are more dependent on the quality of education (Kyriakides & Creemers, 2011).
Increased segregation causes minority groups ending up together in socially and ethnically segregated schools (Jacobs & Rea, 2011). The quality of these schools is important for the educational position of ethnic minorities. To guarantee the quality of education in these schools, further insight in plausible causes of low achievement of ethnic minority students is needed.

                 
In general, earlier research indicates the importance of class level effects on cognitive and affective outcomes. At class level the teacher plays an important role, and the acts of teachers are influenced by the teachers’ perceptions (Kyriakides, Creemers & Antoniou, 2009). Ethnic minority pupils, who are more likely to have an unsuccessful educational career, are more susceptible to the effects of negative teachers’ perceptions (van den Bergh et al., 2010). Additionally, teachers hold lower expectations toward pupils of ethnic minorities (Rubie-Davis, Hattie & Hamilton, 2006). Mainly the social-economic status of these pupils seems to be responsible for teachers’ perceptions (e.g. Jussim et al., 1998).

Teachers’ perceptions about teachability (school adapted behavior) and teacher trust might be associated with students’ learning outcomes (Agirdag, 2013). Teacher trust, i.e. the confidence of teachers in the competence of their pupils, seems very important for underprivileged pupils. The perceptions about teachability are also associated with achievement. These perceptions are more often negative when there is a large group of ethnic minorities and socially underprivileged pupils at school (Agirdag et al., 2013).

An inquiry into the connection between teachers’ perceptions and student achievement of ethnic minorities in socially and ethnically segregated schools is necessary, since research showed a large variance between these segregated schools in terms of pupils’ achievement (Agirdag, 2011). We want to study whether this variance might be explained by how academic achievement, teacher perceptions and their connection vary within the group of 26 socially and ethnically segregated primary schools, accounting for ethnic diversity at school. Children’s mastering of the teaching language is considered to be crucial for their educational success. Hence we study the achievement for reading and listening comprehension.

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