Factors that may influence teacher academic expectations include socioeconomic level, sex, level of academic and intellectual functioning, background information, and test results. In a study conducted by Rosenthal and Jacobson (1968) on teacher expectations and pupils' intellectual development, it was found that, when teachers expected certain children to show greater intellectual development, those children did show greater intellectual development. The IQ test upon which this conclusion was based identified certain children as having greater intellectual potential than other students. Some criticism has been leveled at the Rosenthal and Jacobson study. Doubts have been raised as to whether teachers are trained to effectively administer IQ tests. If this is the case, results from such tests may yield subjective and incorrect data. It has also been pointed out that results of IQ tests may be misinterpreted. Teachers must be very careful in forming expectations for their pupils. (JD)