This study examines the potential relationships between teacher beliefs, experience, school characteristics, background, and wealth and students' academic achievement, attitude, and self-confidence. 1857 impoverished kids from Kinondoni, Tanzania, provided test results, family information, school and teacher statistics, and peer and teacher opinions. Certain outcomes are anticipated, such as the highly and favorably associated test scores, the teachers' assessment of strong readers as having high ability, and the notable congruence between peer and teacher nominations for students' abilities