- Regarding total IQ, expectancy advantage increases going from the sixth to the first grade, significant at the .03 level. 
- For specifically verbal IQ, "The interaction term was not very significant (p < .15) so that we can not conclude greater expectancy advantage at some grade levels than at others."
- There were no significant differences found among the three tracks (fast, medium, slow) varying in advantage from the teachers' favor
- For all IQ measures, the medium track was benefited the most in expectancy to grow intellectually- this could have occurred by chance, though
- Different grade levels showed significantly different degrees of expectancy advantage 
- The experimental group, at every level, benefited significantly in regards to reasoning IQ
- Expectancy advantage most likely to occur more dramatically in lower grades- but it may be due to some correlated sampling "errors" or it could be due to the differences in teachers between grade levels
- Fifth graders might not show expectancy advantages, but children in the first and second grade do. 

Pygmalion in The Classroom- General Results

- Boys showed expectancy advantage with regards to verbal IQ, but girls showed more advantage in reasoning IQ. Both of these groups, pretest, were already stronger than each other in these areas
- For reasoning IQ, boys in higher grades benefited more, while girls in lower grades benefited more 
- For reasoning IQ, girls performed better in lower grades and boys performed better in higher grades
- Overall, girls had a greater expectancy advantage regarding reasoning IQ, and boys gained more in verbal IQ
- For total IQ, the girls in the lower grades showed more expectancy advantage compared to the boys. 


Pygmalion in The Classroom- Results Based on Sex

- In total, verbal, and reasoning IQ, minority children benefited more from favorable expectations than other children- not statistically significant
- For total and reasoning IQ, boys who looked "more Mexican" benefited more than boys who looked "less Mexican". 


Pygmalion in The Classroom- Results Based on Minorities

- Experimental conditions might have been more effective for children in lower grade levels because they are easier to change compared to older children. 
- Older children are more well known by the teachers, so the teachers might expect less growth from these children, compared to younger children in the school. 
- Teachers might also view younger children as more malleable compared to children in higher grade levels. 
- Younger children may be more susceptible and influenced by the things the teacher says. 
- The effects of teachers expectations might have also been more successful for children in lower grade levels because of some correlated sampling "errors"
- Teachers of the lower grades in general might differ from the teachers of the older grades, which may have affected effectiveness. 


Pygmalion in The Classroom- Interpretation of Results

- The younger the individual, the more susceptible they are to social influence
- Boys and Mexican children tend to be in the slow track, while girls tend to be in the fast track
- Boys are more susceptible to social influence 


University of Georgia

Pygmalion in The Classroom- IQ's Measured

Rosenthal, R. (1968). Pygmalion In The Classroom. In 1113654620 841521618 L. Jacobson (Ed.), The Urban Review.


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