"educational expectations" is correct and usable in written English.
You can use it when referring to the expectations someone has for themselves in terms of their education, or the expectations that a family, school, or other group has for a person to fulfill in terms of their educational path. For example: "It is important to meet or exceed your educational expectations to reach your desired career goals."
Finally, parental educational expectations were assessed with a single indicator of whether at least one parent expected the student to graduate from college.
Further, we know that when parents hold higher educational expectations for their children they tend to raise children who attain more education.
He said that the use of adjunct professors did not meet students' educational expectations.
This made him the most obvious symbol of the crusade to raise England's notoriously low educational expectations.
Although there has been a big upswing in the nation's educational expectations, precious little is known about how to ensure high academic performance, especially for low-income students.
"Solidly middle- or upper-middle-class adolescents have considerable socioeconomic and educational expectations, courtesy of their parents and their communities' lifestyles," Regnerus writes.
Measurement of exposures was made prior to outcome data, which allows for the temporal inference between academic performance and educational expectation and the birth outcomes.
Academic performance and educational expectation have also been negatively associated with a number of risky behaviors, such as cigarette smoking [ 28- 31], alcohol drinking [ 30, 31], use of marijuana [ 30, 31], early sexual initiation [ 32] and violence [ 33, 34].
Wang (2007) adds to the discussion by highlighting the need to examine foreign-educated Mandarin teachers' "understanding of US socio-cultural-educational expectations and institutional practices" because their understanding is critical in determining their success as Mandarin teachers in the United States.
She further argues that this group's "understanding of US socio-cultural-educational expectations and institutional practices", although less visible, is critical in determining their success as Chinese teachers (p.43).
My study is set up to address this paucity by ethnographically examining how actual classroom practices of two Mandarin teachers from Taiwan were mediated by their understandings of the US socio-cultural-educational expectations and institutional practices.
