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ERIC Number: ED049901
Record Type: RIE
Publication Date: 1971-Feb-7
Pages: 7
Abstractor: N/A
Reference Count: 0
The Effect of a High Expectancy Prediction on Reading Achievement and IQ of Students in Grade 10.
Goldsmith, Josephine S.; Fry, Edward
A test was made to determine whether high expectancy prediction (the Rosenthal effect) would significantly effect reading achievement and IQ scores for tenth-grade students. Random samples of 112 students each were drawn from the tenth grade of a New Jersey high school representing a wide distribution of socioeconomic levels. The Sequential Tests of Educational Progress (STEP) were used to measure reading achievement and the Tests of General Ability (TOGA) to measure IQ. Pretests and post-tests were given to all tenth graders in the school. Teachers were given bogus high expectancy predictions for the experimental students and were reminded of these predictions three times during the 5-month experiment. Correlations of pretest and post-test scores showed no significant differences in IQ or reading for experimental or control groups. It was concluded that teacher bias did not effect performance by high school students. Tables and references are included. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971