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Summary -Within each of 18 classrooms, an average of 20% of the children were reported to classroom teachers as showing unusual potential for intellectual gains. Eight months later these "unusual" children (who had actually been selected at random) showed significantly greater gains in IQ than did the remaining children in the control group. These effects of teachers' expectancies operated primarily among the younger children.

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In 1965 the authors conducted an experiment in a public elementary school, telling teachers that certain children could be expected to be "growth spurters," based on the students" results on the Harvard Test of lnflected Acquisition. In point of [act, the test was nonexistent and those children designated as "'spurters'" were chosen at random. What Rosenthal and Jacobson hoped to determine by this experiment was the degree (if any) to which changes in teacher expectation produce changes in student achievement.

No abstract