Review of: "Does Teacher Feedback Potentiate a Positive Feedback Loop That Underlies the “Achievement Gap”? The Role of Race and Gender in the Interrelations Between Self-Perceptions, Teacher Feedback, and Academic Performance at West Point"

This study, set in the context of the U.S. Military Academy at West Point, tracked data from 8,612 cadets over four years to systematically examine the dynamic interplay between teacher evaluations, selfevaluations, and GPA.It offers signi cant value for understanding racial and gender achievement gaps in military educational environments.The research design is rigorous, the sample size is suf cient, and the use of the RI-CLPM model to disentangle stable between-person traits from within-person dynamic changes re ects methodological sophistication.Theoretically, the authors integrate frameworks such as "educational debt, " "stereotype threat, " and "positive feedback loops, " demonstrating a strong grasp of the literature.However, the following suggestions could further enhance the paper's quality.1.