University of Georgia

- 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

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. American Educational Research Journal. https://doi.org/10.2307/1162010

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