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Previous research demonstrates that teacher judgments tend to be systematically lower for ethnic minority students, even after controlling for standardized achievement results. However, the extent to which such discrepancies differentially relate to students’ learning and achievement is less explored. The current study analyzed data from 46 schools, 198 classrooms, and 2935 students in New Zealand to examine the association between teacher judgment inaccuracies and students’ subsequent progress in writing, in a context where teacher judgments were used as students’ final summative grade in school reports to parents and students. Results from hierarchical linear modelling showed that, overall, students who received teacher judgments that were higher than expected given their standardized achievement results, progressed faster the following year. The extent to which rate of progress was associated with …